DOCUMENT RESUME

ED 353 364 CE 062 477

TITLE Project LEAP: The Labor Education Achievement Program. A Program To Improve the Literacy Level and Productivity of the Workforce. Final Project Report. April 1, 1990-June 30, 1991. INSTITUTION Maryland State Dept. of Education, Baltimore.; Metropolitan Baltimore Council of AFL-CIO Unions, MD. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. National Workplace Literacy Program. PUB DATE 30 Jun 91 CONTRACT V198A00008 NOTE 103p.; For related documents, see CE 062 478 and CE 062 788-789. Media coverage samples will not copy well. AVAILABLE FROMMaryland State Adult Literacy Dissemination Center, Maryland Department of Education, 200 West Baltimore Street. Baltimore, MD 21201-2595. PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Adult Basic Education; Adult Literacy; Allied Health Occupations Education; Basic Skills; *Competency Based Education; Computer Assisted Instruction; Curriculum Development; Curriculum Guides; Food Service; Inservice Education; Labor Education; *Labor Force Development; *Literacy Education; Skill Development; Staff Development; Student Recruitment; Unions IDENTIFIERS *Workplace Literacy

ABSTRACT The Labor Education Achievement Program (LEAP) exceeded its recruitment and enrollment goal for April 1990 to June 1991. The number of union workers receiving services was 697 in 59 classes at 2C sites. Recruitment success was made possible by the use of the communication networks of the Baltimore AFL-CIO Metropolitan Council of Unions and public service announcements. The instructional design for individual classes at various sites was flexible and related to the literacy analysis and needs identified jointly by the project and the local union and management representatives. The project also piloted a computer learning center. Participant support included child care stipends, transportation support, and informal counseling, support, and advocacy. Curriculum guides were developed in food-related industries and health-related occupations. Workplace-specific, competency-based literacy instruction was provided. Retention rates varied from site to site, from a high of 100 percent to a low of 47 percent with a program average of 67 percent. (Appendixes include the following: an evaluation that reports strong collaboration, accessible instruction, and well-established support services as project strengths and measurement of job retention, performance, and advancement as areas needing improvement; media coverage; sample evaluation activities; sample marketing and promotions; recognition ceremony and student awards; and dissemination activities.) (YLB) FINAL PROJECT REPORT

PROJECT LEAP: THE LABOR EDUCATION ACHIEVEMENT PROGRAM

A PROGRAM TO IMPROVE THE LITERACY LEVEL AND PRODUCTIVITY OF THE WORKFORCE

U S DEPARTMENT OF EDUCATION E C,:at.onal Research and nnorcvernent EDUCATIONAL RESOURCES INFORMATION CENTER fERICt (Th,s document has beenreproducedas :reCe,OCI Iron, the ner.:On Or OrgenilatiOn n,gnatng 1 Mnof changes 'aye been made IC nroOrOve IeD00uCI.On Quahty

Ponts of new or op,n,Ons stated nff,s0oCu n,enl do rIOI I"Iecessa,..y ,eoresentofbc.a: OE RI Dosaon Or cxmcv A Formal Partnership Between the Maryland State Department of Education and the Metropolitan Baltimore Council of AFL-CIO Unions

Funded by the U.S. Department of Education in the amount of $301,163.49 with matching funds of $273,745.29.

BEST COPY AVAILABLE

2 S Final Performance Report LEAP The Labor Education Achievement Program

April 1, 1990 - June 30, 1991

Patricia L. Bennett Project Director

Grant Award No. V198A00008 FINAL PERFORMANCE REPORT The Labor Education Achievement Program April 1, 1990 - June 30, 1991

Comparison of Actual Accomplishments and Objectives Objective 1: Recruit and enroll no less than 600 Union workers in 45 classes at 35 sites.

The project for the third time exceeded the recruitment and enrollment goal. The number of union workers receiving services was 697. The project exceeded the goal by 16%. This was possible because of the close partnership with the Baltimore AFL-CIO Metropolitan Council of Unions and their success in using the Union communication networks. The project peer counselor's ability to encourage learners and her sensitivity to the needs of potential students were also assets in recruiting and placing students in classes. The peer counselor worked the floor in the plants and companies along with the local union representatives to personally publicize the program and have one on one conversations with potential students. This very personalized approach in the company was highly effective. The project also used Public Services Announcements featuring the Mayor of Baltimore on WBAL, an affiliate of CBS, to promote the program to union workers. In addition, payroll stuffers such as those for all Baltimore City municipal employees and articles in company newsletters were useful recruiting tools. More classes were held than projected -- 59 were conducted instead of 45 to accommodate the number of learners. Classes vlere conducted at slightly fewer sites -- 20 instead of 35 -- to bring the management of the project into a more reasonable scope. The reduction in the number of sites has not had a negative impact on enrollment. This sites have been modified from previous years to address learner and teacher concerns about safety, parking, access to public transportation, and access to computer technology.

Objective 2: Offer 96 hours of instruction.

The instructional design for individual classes at various sites was flexible and related to the literacy analysis and the needs identified jointly by the project and the local union and management representatives. The most frequent design was 96 hours of instruction offered in two blocks of 48 hours each. Over the life of the project, this has been the most frequently successful in retaining learners and providing sufficient instruction to have impact on the instructional objectives. A few classes, such as a communication skills class designed to address the specific needs of nurses aides and non-medical personnel in a large urban nursing home, had less than 48 hours of instruction. The hours of instruction were related in all cases to the specific identified needs of the learners and company.

In the following grant cycle, the average instructional hours were extended to 60 per cycle or 120 per year as a result of feedback from the instructors, learners, instructional coordinators, and the External Evaluator. Objective 3: Develop a computer based literacy learning center and provide instruct: on to 75-100 students. The initial concept for this objective was to place a computer based learning center in a Union Hall. As this objective wasdeveloped, problems with space, security, and site access were identified that precludedplacing a learning center in a Union Hall. After reviewing the options, the partners decided toexplore using a learning site with existing computersin the metropolitan area and piloting the use of laptop computers in the rural areas. An existing adult literacy center in Baltimore City, which wasestablished with funds from Cal Ripken of the Baltimore Orioles, was not in use during the evenings. The project obtained the use of the Cal Ripken Center as alearning center for Project LEAP two evenings a week during the Winter andSpring. The Center was already equipped with thirteen microcomputers and extensive software. During the Winter and Spring, the project piloted the use of a microcomputer learning laboratory with workplace literacy learners. The learners were primarily Baltimore City municipal employers who were employed in departments throughout the city and came to the centrally located Ripken Center for instruction. The development of this component of the project was an important learning experience. When the project advertised that computer assisted instruction would be available at the site, the number of workers who requested services exceeded the site capacity tremendously. The project had to offer twice the planned number of classes and developed a waiting list of over 100 workers. For many workers it was more acceptable to consider themselves as learning about the computer than learning literacy skills. This made recruitment for the classes much less difficult. For workers whose jobs are being changed to using computer assisted technology, the opportunity to become more familiar with the computer as a tool nthe safe and confidential learning environment of the classroom was a big incentive to overcome their fear of enrolling in class. Many Baltimore City employees were also concerned about the city budget crisis and potential layoffs. They felt that if they were confident enough to try using a computer, it would be an advantage in retaining their jobs. Thus, the by-products of a computer learning center for workplace literacy were increased learner recruitment and enrollment, increased learner self-esteem, a benefit in ability to cope with changing technology in the workplace, and enhanced potential to retain employment. Another of the challenges in operating the site was the instructional design. The design that was eventually most successful was a team teaching approach between the classroom instructor and the computer laboratory technician. The partners and instructors at the site met several times to adjust the design to meet individual student needs and to obtain an optimum integration of the traditional classroom and computer assisted laboratory design in a work based education program. The Center was in operation for four hours per week instead of the 30 which were originally projected. There was a deliberate decision on the part of the Partners to try to work out any problems in the operation before the hours were expanded.

5 We had become aware as soon as recruitment began that we would have to do some major adjustments. In spite of re-designing the computer based literacy 411 center approach and only having it in operation for half of the project period, more than half of the proposed number of learners was served. A total of 42 students or 56% of the minimum proposed learners was served. The site had one of the highest retention rates of the project. In addition, the knowledge and experience gained assisted LEAP in designing and implementing options for computer assisted instruction at the majority of its project sites in the following grant period. In addition to piloting the computer learning center in Baltimore City, the project also purchased 5 computers to use in one of the rural counties. In some of the rural jurisdictions, companies had fewer employees and it wasn't possible to develop a class with enough learners to make it cost effective to provide services. The project piloted the use of computer assisted instruction to make the program accessible to small work sites. At English American Tailoring, a small garment manufacturing company, the project conducted three classes on different shifts. Each class had seven learners and a total of 21 workers met for two hours a week for twelve weeks - a total of 24 hours of instruction. The instructor met with the learners during class time. The computers remained at the site and students had access to them throughout the week. The computer assisted instruction provided a supplement to the 24 hours of classroom instruction with instructors directing learners' assignments and tracking their performance through the computer management system.

This model was successful in delivering services in an area which had previously been unserved. Feedback from the learners and staff have helped the project to make refinements in this model which are being implemented in the new funding cycle.

Objective 4: Provide Participant Support

Child care stipends were made available to all learners. Bus tokens were made available to learners with access to bus transportation in the Baltimore City area. Learners were advised about these options during recruitment and at enrollment. Follow up surveys from learners indicated that this was extremely valuable in removing barriers to participation. Twenty-two (22%) percent or 189 participants received assistance with transportation. Fourteen (14%) per cent or 119 received assistance with child care.

One of the continuing challenges in the project ishowto provide transportation support in areas without public transportation. This is a critical need, especially in the rural areas and one that the project continues td-work on.

Although the project originally proposed the AFL-CIO Project Coordinator would provide job and academic counseling monthly for LEAP learners, this was unrealistic in light of the management and coordination activities necessary to operate the project. Instead, the Peer Counselor made regular visits to the classroom sites to provide informal counseling, support and advocacy. The AFL- CIO Project Coordinator, who is a social worker, did extensive counseling and referral on a one on one as needed. Through the AFL-CIO Partner, learners with special needs werereferred to the Community Services arm of the AFL-CIO to address specialproblems which could present a barrier to participation.

As a result of committed project resources, theproject was not able to institute routine diagnostic services for students suspected oflearning disabilities. However, during staff development, instructors wereadvised of options within the community to obtain this service for students. Instructors werealso advised of intensive staff development opportunities to increase theirknowledge and skill in meeting the needs of learners with learning disabilities. At onesite, a learner with very critical special learning needs is beingtutored by the site coordinator. Although some volunteers were placed in the classrooms to assist, this was not a systematic or intensive approach at most sites. In one plant, Eastalco, an aluminum manufacturing company, the project recruited co-workers, trainedthem through the local Literacy Council, and connected them with LEAP learners.This was highly successful and tutor-learner matchescontinued their tutoring after the classes ended. The project is working toward making this type of assistance available at more sites in the following grant period. Objective 5: Develop Dissemination Curriculum resource packets. The project proposed to develop three curriculum guides -- Port, Health and Government occupations. Since there were extended contract negotiations which prevented port labor and management attention to workplace literacy, the partners decided to substitute a guide in Food related industries since manyof the learners were involved in this industry. A curriculum guide in Health related occupations was also developeo. Copies of these guides are included in this report. Work was begun on a guide for the government and municipal industries. The union partner requested the removal of the consultant after most of the research for the development was completed. Since this occurred well into the project period, it was not possible to secure a new consultant through the state process within the original project period. The project partners are exploring mechanisms to try to complete this project activity. Curriculum Resource Guides developed in the previous project for the garment, manufacturing, and union were copied and provided to each site coordinator for dissemination to the instructors. Feedback on the use of the guides was solicited from the field. The feedback indicates that the shelf life and usefulness of these materials is limited. The needs at each site are unique to the industry and the learners in a particular class. Instructors feel that it would be more useful to focus on how to adapt what is available at the site rather than to provide an industry guide. The guides were generally more useful as examples although some teachers did use sections as a basis for lessons. The External Evaluator has recommended that future efforts minimize the focus on the development of curriculum resource guides and, instead, expand the resource center and staff development for teachers. The project is implementing these recommendations currently. Objective 6: Provide workplace specific, competency-based Iii.e:racy instruction. 7 A compentecy-based approach to instruction was used. Maryland's adult basic education program, the Maryland Adult Performance Program, was the framework for developing the LEAP instructional program. A competency-based pre and post assessment, that was developed in the first LEAP program and later validated and published by the Comprehensive Adult Student Assessment System (CASAS), was used in the project. The workplace instructional design emphasized competencies in workplace skills as identified by participating employers and union representatives during the initial literacy analysis. Site visitations were conducted frequently by project staff from the AFL-CIO and MSDE to verify the implementation of competency-based workplace literacy materials. The timely and cost effective development of competency-based workplace specific materials continues to be one of the greatest challenges in workplace literacy. Although some class sites were very successful in this area, others were more uneven in achieving this consistently. The project is continuing to work on strategies for achieving this standard at a consistently excellent level.

A library of workplace instructional materials was maintained at the MSDE and was available for review. In addition, the project staff sent specific materials to field staff for review and field testing. Materials from other workplace literacy demonstration projects were obtRined and disseminated to the coordinators to assist in meeting the need for competency-based and industry specific materials. An example is the Craft Math curriculum which was developed by the Homebuilders Institute project and disseminated and field tested in the LEAP project with apprenticeship trainees in plumbing. Staff development was conducted specifically for instructors on two occasions. Agendas and evaluations were reviewed by the External Evaluator. The project found that training for coordinators and instructors were critical elements in the implementation of the project. A needs assessment and informal site visits indicate this is the most critical element in conducting a project across industries and at multiple sites. In addition to workshops developed specifically for LEAP instructors and coordinators, several other extensive training opportunities in workplace literacy were offered.

Learner surveys indicate an overall satisfaction with materials for the class. Objective 7: Retain 75% of enrolled learners. Retention rates varied from site to sire from a high of 100% to a low of 47% with a program average of 67%. While this is higher than the national average for adult education, it is lower than the project goal. The project surveyed learners, instructors, and site coordinators/program supervisors to identify critical factors affecting retention. Uniformly, retention was higher when classes were held at the work site. Retention rates were higher outside of Baltimore City. Feedback indicates some work related factors such as overtime assignments and layoffs, some personal factors such as transportation, death in the family, and some program factors such as safety and convenience of class site and teacher assignment could negatively affect retention. The project has attempted to minimize the impact of known impediments to learner retention including reassignment of teachers, additional staff development, change of class site, management or union support with internal company issues, and a strong emphasis on work site classes. Objective 8: Increase ability level of learners Learners were enrolled with pre test assessments using the CASAS (Comprehensive Adult Student Assessment System) to establish basic skill levels and instructional needs. Learners who remained throughout the instructional cycle were post tested on the CASAS instruments at most sites. Although this was the primary system used to document learner gains, it was not uniformly implemented at all sites since some sites had very specific workplace goals which could not be addressed by the CASAS System. Instructors used a variety of other assessment techniques to document an increase in learner ability level. These included demonstration of the application of specific basic skills such as calculating the piecework rate in a garment manufacturing company or writing a safety incident report.It also included student portfolios, pre and post test of specific skills, and in the computer assisted learning center the tracking of student skill mastery on the computer management system. Anecdotal accounts of learner gains from learners, management and the union was extensive. See the External Evaluation Report for more discussion of learner gains and the appendix for specific examples such as Diane Feaster, LEAP Student of the year, and Herb Dunstan. Objective 9: Assist 75 learners in earning a high school diploma. Although many LEAP learners received instruction to assist them toward their personal or company required goal of obtaining a GED, the existing data base limitations within the state do not allow confirmation of the number of learners who achieved this objective. GED recipients' confidentiality is protected under State statue and only learners who contacted their instructors to provide feedback could be tracked. Objective 10: Assist participants to recognize and seek career and job advancement. Although this was not a major project objective, a number of companies indicated during the literacy analysis that they were interested in enabling existing veteran workers to qualify for certification, and thus for job retention or pay increases, based on increasing the basic skills workers needed to pass certifying exams. In addition, classes at one site were targeted to a group of apprenticeship training candidates to assist them in qualifying for acceptance into apprenticeship classes. Many employers expressed that they would rather invest in the re- tooling of existing workers than experience the cost of recruiting, hiring, and training new workers. For one health care institution, their motivation to participate in the project was a 300% turnover rate.

Surveys as well as anecdotal responses indicate that this objective was achieved. Further discussion of this objective can be found in the External Evaluation Report.

Instructors were extremely sensitive to the personal goals of learners which at times included moving out of their current jobs to higher paying jobs. Instructors addressed these needs especially through using the ,xisting company system for job posting, application process, etc. as the basis fc ssons on basic skill application. Objective 11: Increase job productivity and worker morale. The project partners decided to not institute a formal tracking of job productivity as a result of union concerns about worker confidentiality. All learners in the project were voluntary and many expressed apprehension about management actions if their specific skill levels were identified. Workers at some sites even requested classes off the work site because of concerns for confidentially. It has been very difficult to obtain extensive data to confirm this objective. Primarily the data has come from feedback on follow up surveys of learners, union contacts or management representatives. There is anecdotal evidence of increased job satisfaction from both learners, Union and management. As r...:commended by the External Evaluator, the project will continue to explore systems to gather more data on this dimension especially though the union partner while maintaining worker confidentiality. Objective 12: Increase skills and educational opportunities for workers. The project was unable to gather specific data on this objective. The project participants were all voluntary and self-referred. Participants were extremely concerned about confidentiality. This trust was essential in establishing programs and recruiting learners. As a result, it was not possible to access employer records about individual learners' enrollment in subsequent post secondary or apprenticeship programs without violating the learner confidentiality. It is possible to make inferences about the success in achieving this objective from looking at a program on which we have some data. One program was targeted specifically to learners unable to meet the basic reading and math skills requirement to enter an apprenticeship in the plumbers' union. A follow up evaluation survey with the union Training Director did indicate that in the aggregate "Supervisors of the apprentices who participated in the project indicate they are making satisfactory progress in the on-the-job training phase". Their attendance was also noted to be "extremely favorable". The project is currently working with an external evaluator on a follow up of all LEAP students from the first two grant funding cycles to answer this question and to identify any longer term productivity or career advancement gains from the project.

Schedule of Accomplishments and Target Dates All project activities and the schedule of completion are listed below. There was some slippage -- primarily in two project activities. These two activities and reasons for slippage are discussed above in detail under Objective 3 - Computer Learning Center and Objective 5- Curriculum Resource Packets. A Project Director and a Project Coordinator for MSDE were hired shortly after the project started. Additional instructional staff were hired by local agencies, as needed throughout the program. Employer interest was determined through union contacts and continued throughout the project period. S The Advisory Council continued to meet monthly with the addition of new members. Additional employers were recruited to participate in the project throughout the cycle. Worker interest was determined throughout the program by worker surveys. Students were identified by self-referral and enrollment exceeded established goals. Class sites were determined with worksites as the priority throughout the project. Sites were established in six of the seven jurisdictions in the catchment area. Roles and responsibilities for each partner and project staff were reviewed and established at the beginning of the grant period. Policies and procedures were reviewed and modified when necessary throughout the project. These were reviewed with all project staff. Briefings for administrators were conducted throughout the program. Literacy audits were conducted at the majority of work sites. Instructor training was provided in two workshops. Curriculum resource packets, tailored to the workplace, in the previous funding cycle were disseminated to education coordinators and instructors. Additional curriculum resource guides for the Food and Health industries were developed over the course of the project. The guide for government and municipal workers was researched but not completed after the consultant was released from the project at the request of the Union partner. This activity is described above in greater detail. Materials for instruction including assessment were delivered by state and local staff throughout the project. The program operated throughout the entire project period including the summer. The Computer Learning Center was developed and classes conducted during the second half of the project. As a result of problems in obtaining a suitable union site, the implementation of this activity was delayed. The object was re-designed and a Technical Advisory Team was no longer necessary. A more detailed description of this activity is described above. Hardware was purchased to also pilot the use of laptop computers in delivery of rural workplace literacy. A lab assistant was hired for the Baltimore City Computer Learning Center. The program operated throughout the entire project period including the summer. The program was both formatively and summatively evaluated. An external evaluator was contracted.

Planning was conducted throughout the project for additional future funding including a successful application for a third cycle of funding as a federal demonstration project. As a result of this activity, the project also obtained additional funds through a United Way of Central Maryland grant to provide services to union workers in organizations not eligible for LEAP services. This included workers at two federal agencies. Direct Services to Individuals Almc l 700 workers participated in the program. Sixty-eight percent (470) successfully completed the program. All students had the option to re-enroll in the program for a second cycle of classes. Both external evaluation and a class survey indicated that students were on the whole pleased with the instruction and felt that the classes would very much impact on helping them to improve their job performance. The majority also felt the classes would help them become eligible for promotion. Many obtained their GED, which was a frequent personal goal. Math, reading, and communication skills also improved. Some workers were promoted as a result of improving their skills. Dissemination

Dissemination of project learnings and materials have included conference presentations, television documentaries, newspaper and newsletter articles, a project video tape, dissemination of curriculum resource guides, and the final project report.

Since fiscal constraints within the project and state policy have been barriers to presentations at national conferences, all dissemination has been at in-state conferences.

Leap staff participated on the program for five state conferences including:

Annual Job Services and Employer Committee Conference: "Strategies for Survival in Hard Times"

The Literacy Exchange: "Workplace Education"

Literacy Works Professional Development Institute

Baltimore Area Labor Management Committee: "Negotiation Issues 1991: A Crisis of Competence"

Maryland Association for Adult, Community and Continuing Education Spring Conference: "Framing the Future"

The combined audiences for the presentations was over 500 people- primarily employers, labor leaders, and educators.

The program received extensive media coverage from both print and electronic media. Samples of some articles are included in the appendix. In addition, CBS affiliate Channel 11 aired Public Service Announcements about the project featuring Mayor Schmoke of Baltimore. The project was featured on a local television show on education. In addition, the project was a prominent segment in a special feature filmed by the local Public Broadcasting Station as part of a two hour program on education -- "Making the Grade". this progra 'a has been aired on several occasions. A nine minute promotional video tape, produced and donated through a partnership with Channel 11, has been copied and distributed throughout the State.It has been shown extensively to a wide vari9ty of groups and organizations throughout the State, Curriculum resource guides developed during the first project cycle were copied and disseminated to all the education coordinators and teachers in the project with requests for feedback on their effectiveness and utilization. Curriculum resource guides developed in this project are being reproduced for dissemination. They will also be disseminated through all education coordinators for the project for use by the instructors. In addition, copies of the guides are being placed in the ERIC Systems and the Maryland Literacy Dissemination Center of the Maryland State Department of Education. Copier of the resource guides are also included in the appendix. The project also participated extensively in a study of national workplace literacy demonstration projects conducted by Pelavin Associates, Inc. under a contract with the U.S. Department of Education. The project, it's activities, and outcomes are presented in the widely distributed publication that presented Pelavin's findings. Evaluation Formative evaluation was conducted by the Partners at biweekly partners meetings and monthly meetings of the advisory council which was attended by project staff, by union representatives and local education coordinators. Regular site visits were conducted by MSDE and AFL-CIO project staff to evaluate program effectiveness. This ongoing evaluation allowed the project to adjust and modify goals, objectives, and program activities to ensure project success. In addition, some formal assessments were conducted. Specifically, a survey of students was conducted, teacher training was evaluated, and a union representative/company contact survey was conducted.

An external evaluation was also conducted including site visits, interviews, records and document review, and surveys. A copy of the external evaluation is included with this report.

Key Personnel There were no changes in key personnel although, as mentioned above, both the Project Director and the MSDE Project Coordinator joined the project shortly after it had started. The External Evaluator was contracted after the project began. The vitae for the evaluator is included in the appendix. {01pb5} APPENDIX

A f REPORT BY EXTERNAL EVALUATOR EVALUATION REPORT

LABOR EDUCATION ACHIEVEMENT PROJECT

FY '91 - '92

MARYLAND STATE DEPARTMENT OF EDUCATION

Submitted by: Dr. Robert R. Simons 12 Sawmill Road Medford, NJ 08055

Dated: November 1991 Executive Summary

This summative evaluation reports the degree to which goals and objectives have been met over the course of the LEAP project. The project was a federally-funded workplace literacy program collaboratively administered by the Maryland State Department of Education (MSDE) and the Metropolitan Baltimore Council of AFL-CIO Unions.

The goals of the project included the increase in functional and basic skills of workers in order to make them more effective on the job; the increase of English language ability of non-native English speaking workers; and the increase in the number of workers attaining high school completion credentials.

This report identifies objectives and standards; identifies procedures used to verify data, discusses the findings, provides an evaluation statement, and proposes recommendations for improvement.

Generally, the project's strengths included a well defined need, strong collaborative efforts of the partners, staff development identified and focused by student needs, accessible instruction, well established support services for students, instructional delivery systems based on the individual educational needs of adults and a genuine agreement between partners to focus on the successful completion of the project. Areas needing improvement centered on the need to produce additional data to show improvements with productivity, increased relationships between skills taught and actual job tasks and improved efforts to measure issues such as job retention, performance and advancement.

Overall, the findings indicate a high declree of success in meeting the established goals and objectives. Recommendations and suggestions are made regarding the modification needed fra. improvement. OBJECTIVES AND MEASUREMENT STANDARDS ESTABLISHED TO OBTAIN GOALS

OBJECTIVE - 1: Recruit and enroll no less than600 union workers or dislocated workers.

Standard: Counts verify 45 classes at 35 sites.

Procedure/Evidence: Actual participant enrollment andattendance records were examined. Number counts were verified by MSDE and AFL/CIO personnel. Figures reflect enrollment as of July 1991.

Findings: As of July 1991, 842 adults were enrolled in 59 classes at 20 sitesthroughout Maryland. Few dislocated workers were included in the participant count.

Evaluation: Results indicate that the standard established for this objective was met and in fact exceededenrollment projections byover 200 participants. Less than JO percent of the total current number of participants were originally enrolled in the first year of the Labor Education Achievement Project (LEAP).

Recommendations: Exclude dislocatedworkers from the main goal. Use -s a standard if this population is important to serve.

1 OBJECTIVE - 2: Offer 96 hours of instruction.

Standard: Class schedules verify. Procedure/Evidence: Site visitations of classes and informationgathered through official records of attendance were examined, Staff from MSDE and AFL/CIO verifieddocumentation obtained.

Findings: Most sites operated on a two-cycle semester basis which provided 48 hours of instruction or a total of 96 hours for the project year. While some projects included approximately four to six hours for orientation and assessment, these hours were assumed to be contact hours with participants and, as such, included as instructional hours. The objective actually overstates the actual number of hours for instruction. When both orientation and assessment are excluded, the average instructionalhours are approximately 90 for the total project year.

Evaluation: Most sites afforded contact/instructional hours equal- ing 96 hours for the total project. It was evident that a number of sites offered in excess of 96 hours, and a few sites offered less. The objective was met.

Recommendations: Build into the project at least two contact sessions (4 hours) withparticipants for orientation, a'sessmentm, and counseling prior to counting instructional hours'. The positive effects on students and staff are important to the future success of such projects. it would provide expanded opportunities for both individual and group counseling which should prove to he beneficial to all involved. Making careful assess- ments of adult needs and abilities is important and should be shared with staff members and students early on in the project. Additionally, early assessment and orientation allows instructors time to plan a course of action based on the individual needs andabilities of the students. The same is true at the conclusion of the project where post assessmentshould occur. Build enough time to evaluate the post results of the project and to sharethese results with staff. Provide some time for program instructors to meet withworkplace supervisors for the purpose of establishing objectives and a system of feedback to both parties.

It appears thet additional hours should be added to the project. A reasonable number of instructional hours of 100 and four to six additional hours for orientation, assessment and counseling should be incorporated in the project design.

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tj OBJECTIVE - 3: Develop a computer-based literacy learning center and provide instruction to 75-100 students. Standards: a) Seven Computers; b) Convenient location; c) Secure; d) Three or more software packages; e) Word Processing Software; f) Operation for 30 hours per week--3p.m. to 9 p.m., Monday to Friday; and g) Evaluation by technical team.

Procedure/Evidence: A site visitwas conducted and information was obtained from personnel at the Center, staff from MSDE and student interviews andobservations. A reviewof the instructional resources was also conducted. Individual interviews were heldwith instructional staff and students.

Findings: The Center was established and, in fact, met the standards identified by "a," "b," "c," "d," and "e." Standard "a" (7 computers) was metand exceeded the number of computers by anadditional six computers. Standard "f" was not met. The hours of operation were offered onMondays andWednesdays fromapproximately 4:45 to 7:00 p.m. However, the Centeronly operated during the second halfof the project year as well as offering only four hours per week instead of 30 hours per week, 42students were enrolled with a retention rate of of percent.

Collaborative efforts were reported by the instructors, for basic skills and computers. Computer programs were used to reinforce basic skills instruction. Addition- ally, students focusing on gaining knowledge in language skills were also reinforced with basic skills instruction in reading, writing, grammar, punctuation and spelling. A portion of the students enrolled elected to work on computers only duringthe second two hours of instruction offeredweekly. Most students were genuinely enthusiastic regarding the set-up of having instruction ina classroom setting and in the computer lab. They exr:,anded the virtues of increased self-esteemand indicated positiveeffects on their family members as well. All but 6 of the adults enrolled had obtained their high school diplomas. However, it was evident that a number needed instruction in basic skills. Personnel from the Center had a systematic, formative, evaluation process which included corrective action as needed. No report was evident froma technical advisory teamas stated in standard "g" of the objective.

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0 0 OBJECTIVE - 3 (Continued)

Evaluation: While the Center was established in awell-organize. efficient manner of operation, it did not enroll the stated number of students assigned to this objective. If one couldassume that this occurred because of the reduction in operating hours (only one semester), the enrollment projection for a full year would have met the enrollment projections. The fact remains that the established goal was not accomplished. This site offered promising approaches to adult-learning delivery systems. It should be further studied by MSDE and AFL/CIO representatives.

Recommendations: Continue formative evaluations on a regular basis.

, Expand the operatinghours of the Center and increase the number of adults enrolled.

Establish a screening process forentering students to ensure a better mix of more adults in need of basic skills in addition to adults with high school completed.

Cooperative efforts between instruction for language skills reinforced through computer-assisted instruction, and basic skills offered in the instructional classroom should be continued.

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OBJECTIVE - 4: Provide participant support.

S Standards: a) Declaration of need forms, fiscal records, audit reports for child care/transportation; b) Job and counseling at regular monthly meetings; and c) Count of fellow workers assisting as tutors, peer counselors, buddy/cheerleaders.

Procedure/Evidence: Review of Declarations of need formsand verification from AFL/CIOrepresentatives and student interviews. Individual site instructors sign forms regularly assuring student participation.

Findings: Twenty-two percentor 189 participants enrolled in the project received transportation assistance, while 119 or 14 percent received child care support.

Job Counseling was not reportedat regularmonthly meetings as indicted in standard "b" butwas provided to a small number of adults on an as-needed basis throughout the project. While students collaborated and assisted each other, only a few volunteers were incorporated into the project asa regular on-going component.

Counseling by LEAP staff was morewidespread at the individual learning sites. Most programs did not individually, diagnostically assess students suspected of having learning problems such as dyslexia disabil- ity.

Media support was evident and appeared to be effective in the area of recruitment which surpassed the established target number of adults enrolled in the project.

Staff members fromthe AFL/CIO, MSDE, employers and instructional staff each reported going the extra mile to provide support beyond that stated in the objective. It was evidentthat the partners had established systems beyond those reported to add additional support to the operation of the project. A few of theefforts included: adjusted work schedules and hours for employees, shortenedwork hours, additional staff and added responsibilities to meet counseling demands of adults and added instructional time without cost to the project.

5 OBJECTIVE - 4: (Continued)

Evaluation: Support systems were well established throughoutth course of the project. While job counseling was not conductedmonthly, it was providedon an as-needed basis. Peer tutoring/counseling was not inevidence other than the support provided by other students enrolled in the project. Students identified the aid for transportation and child care as essential elements of their decision to attend classes. It was an integral component of the project for a number of adult participants.

Recommendations: Due to the large amount of participants taking advantage of child care and/ortransportation tokens (189 transportation and 119 child care), this aspect of It was noted that , the program should be expanded. participants whowere attending class but not located near public transportation experienced problems with regular attendance. Other forms of transportation aid should be considered for future projects.

6 OBJECTIVE - 5: Disseminate curriculum guides and 3earning packets Standards: a) Garment, general manufacturing and health available to instructors; b) Training in their use in two to three staff development sessions; c) Guides in port, health and government development field tested, revised; and d) Guides are used when appropriate.

Procedure/Evidence: Curriculum guides were submittedby staff members from MSDE.

Findings: Curriculum guides in garment, manufacturing and the labor movement were developed and distributed to all program sites for use as appropriate. Guides in health care and food service have been developed, and plans to distribute to program supervisors are underway.

The curriculumguide for the portwas notdeveloped since the industryexperienced a strike during the project year.

The guide for government development is underway but not completed.

Evaluation: Cuides that have been developed were used in training sessions whereappropriate. One of the guides in standard "c" was completed. One additional guide (dietary and food service) was substituted for the guide for ports. Generally speaking, themajority of the established standards were met.

Recommendations: While guides are helpful to specific industries, they are outdatedquickly due to advanced technology. Efforts by the MSDE and unions couldbetter serve program sites by expanding their resource center. This wouldbetter serve the diversity of program sites rather than a specific industry. Prepared guides were not the primarytool used by instructors at most program sites.

Money, time and development efforts could be used more efficiently if staff expanded the collection of instructional materials including software and offered this service to program supervisors and instructors.

The length of the project is far too short toresearch, develop, disseminate and evaluate guides prepared fora specific industry.

7 OBJECTIVE - 6: Provide workplace-specific, student-directed learning, competency-based literacy instruction.

STANDARDS: a) Site visits verifyand recommended changes are implemented; b) Library of material maintained and available; c) Workshopagendas and evaluation verify staff training; d) Teacher and student survey verified satisfaction with materials; and e) Technical assistance provided to individual instructors/LEA's.

PROCEDURE/EVIDENCE: Verification of standards was accomplished through collected resources, agendas of staff development sessions, site visitations, observations, and interviews and surveys.

FINDINGS: The project was fortunate to have individual staff members whose responsibilities were focused on the business of accomplishing the project objectives, Staff from both theMSDE and the AFL/CIO in addition to supervisors at the LEA's were available and made regular site visits. These visitations allowed corrective actions to be implemented when needed and served to provide an on-going system of technical assistance to instructors and supervisorsas well as individual students participating in the program. (Standards "a" and "e").

Surveys from program supervisors indicate a general tailoring of instruction to the individual needs of the students and general goals of the individual programs Program supervisors and instructors cited the use of time sheets, report forms andmanuals used at the work site as being incorporated into the materials used for instruction. Program instructors reported that student assessment of academic skills and employment-related skills were the basis for designing content areas of instruction. Teachers attempted to individualize instruction according to the identified needs of the students and the goals of the program.

Instructors and supervisors generally expressed a positive response to standards "b" and "d" regarding a library of materials and satisfactionwith those materials. Most programs searched for and/or created their materials. A modest materials collectionwas available from the MSDE.

8 OBJECTIVE - 6: (Continued)

Findings: Supervisors reported that in most cases they would continue to gather new materials and/or create materials if the project continued. There did not appear to be anystandard model of materials used by all programs. Each program determined which instruc- tional materials wouldbest serve their needs. They tailored materials to the needs of students as they were determined.

Standard "C" -Workshop agendas andevaluations were well documented. Workshops were developed that addressed a variety of workplace education issues. Some addressed technology, program management,literacy instrution, project goals, curriculum areas, and accountability systems. A variety of outside consuls - ants were engaged as wellas personnel from MSDE, and other federal and state agencies. Sessions were offered around the state and at a variety of times. Workshop evaluations submitted by educators in attendance were very positive and rated on the average as outstanding and helpful in program operations.

Workshops included planning sessions and presentations from representatives of the AFL/CIO, MSDE, program supervisors and staff. Workshop offerings provided a strong base for helping individual instructors begin the process of designingworkplace specific student- directed learning, competency-based literacy instruction.

EVALUATION: Programs did not have major difficulty in identifying useful materials for instruction. Training sessions. were well received. Attendance was high. Supervisors and instructors paid a greatdeal ofattention and effort to meet the needs of students.

Most program staff attempted to relate the instruction in basis skills back to work-related tasks for the students. Some were more successful than others. Program instructors generallyworked hard at making instruction relevant, especially to the jobs their students had at the time of participating in the program. How closely theseattempts accomplished the goal appeared to be directly related to the knowledge, experience andbackground of the instructors and supervisors.

9

r; OBJECTIVE - 6: (Continued)

RECOMMENDATIONS: Continue to hire instructors and supervisors with extensive experience in adulteducation and workplace- related instruction. Expand the number and variety of available resources in order to save time, moneyand effort by individual instructors. This should be a goal for MSDE and AFL/CIOpersonnel. Program super- visors should submit a list of "best practices" and "best resources" usedduring the program year. This information could be compiled and shared during future training sessions. Create a "what works" training session. Use instructors whohave experienced success in meeting individual needs as related to the work- place. Have regular meetings with site supervisors and discussworkplace-specific strategies to enhance the Supervisors should , instructionaldelivery systems. remind instructors of the goals of the program regularly This is not a regular adult Basic Education program and as such mustclearly focus onworkplace- related learning.

10 OBJECTIVE - 7: Retain 75% of students enrolled.

Standard: Comparison of entered and withdrawn students. Procedure/Evidence: A list of students enrolledfor the two-semester cycle as produced by staff from MSDE.

Findings: When the enrollment and withdrawal results were analyzed by individual program sites, the results were as follows: PERCENT RETAINED SITE ENROLLED FOR TWO CYCLES

Anne Arundel County KOP-FLEX 6 100 Baltimore City - Greenspring Middle 66 59 Booker T. Washington 76 56 Baltimore City Department 28 75 Hospital Workers 99 77 Huber Memorial Church 98 47 Ripken Center 42 61 Baltimore City Dept. of Trans. 11 81

Baltimore County - Baltimore Bldg./Construc

Cecil County - Blue Chip 9 100 Perry Point V.A. Hospital 29 100

Frederick County - East Alco 22 100

Harford County - Harford Co. Dept. of Highways 28 71

Total Program Sites 18

Total Students Enrolled

(Number prior to final enrollment count) . . . 627

Total Students Retained 470

Total Percent Retained 67

11

C. OBJECTIVE - 7: (Continued)

Evaluation: While the project was extremely successful in the number of adults enrolled in the program, it fell short of the goal of 75 percent retention.

The retention figure of 67 percent is higher than the national average for adult education, but slightly lower than the goal established for this project.

Recommendations: In order to increase retention rates, the project staff needs to carefully examine differences in retention rates for program sites locatedaway from the work site. National research has indicated improved retention rates for programming offered at the work site.

In addition, the staff should reexamine the token system for transportation and devise a system that can include adults wishing to attend but who are not located along established transportation lines. Another possibility to improve retention is a system of counseling for adults whomiss class in addition to peer telephone reminders.

12 OBJECTIVE - 8: Increase ability level of students

Standards: a) Increase basic work-related competencies by 50 to 80 percent (CASAS Workplace Basic Skills pre and post test) b) Survey of students, shop stewards, and first line supervisors

Procedure/Evidence: On-site interviews, surveys, input from program supervisors and teacher analyses.

Findings: Testdata as indicated in standard (a) were not available. Therefore, judgments regarding any actual increases are based on the other indicators listed.

Some sites did not conduct formal literacy task analysis of specific job duties, skills and materials but did obtaingeneral informationregarding these issues. Students were asked about the demands of their jobs, but fewformal visitations to theworksite were conducted for this purpose.

Teachers, students and program supervisors reported improvements in ability levels from the start of thy project until its completion. Students mentioned ncy skills levels in math and communications and reported general increased level of self-confidence.

The fact that students obtained a high school diploffi;. is one indication of increasedability levels for sow students over the course of the project.

Evaluation: Generally, participants andstaff indicated that they( was increasedlevels of abilityby the majority of students. Since the methods of collecting thjs informationwas informal, it is impossible to verify data to support this goal. Pre and post-assessments were not conducted or were not available at the majority of program sites. Evaluations are based on anecdotal evidence includingperceptions of students, instructors and supervisors.

Recommendations: Include in the project a small team to conduct literacy audits. The team could workone month in advance of actual classroom instruction and obtain vital information about the work-related duties of the students enrolled. The team could formally provide feedback to program staff to assure that work-related curriculum isappropriate. Functional content areas could be more easily included for instructional delivery systems.

13 OBJECTIVE - 8: (Continued)

Recommendations: Insist that a pre and post-test assessment be conducted by all program staff. The project partners have a responsibility to gather these data. Continue to explore alternatives to standardized assessment.

14 OBJECTIVE - 9: Assist 75 students to earn a high school diploma.

Standard: GED Office printout.

Procedure/Evidence: Several verifications were employed, i.e. sincethe GED Office printout was not available, a survey of program supervisors was used to collect data.

Findings: Data on this goal were not verifiable through either the standard or the alternate method. State officials reported that they were unableto retrieve the results of LEAP students from the list of all statewide test takers since they were not coded separately. Program supervisors were able to identify some students who were awarded a high school diploma but were not sure they knewthe final results of all students tested, nor did they know of students who may have tested after the program was completed.

Evaluation: N/A

Recommendations: Obviously, the project needs to create improvedsystew, for tracking the results of students who take the GY)) test. This system should track adults for a period of two or more years after the project. Tracking adults. after the program could begin to address long-term effects of the programand begin to give a clew) picture of long-term results. OBJECTIVE -.10: Assist participants to recognize and seek career and job advancement.

Standard: Offer instruction in career and job advancement. Procedure/Evidence: Survey issued and data analyzed from program supervisors.

Findings: Program supervisors responding to the survey reported that assistancewas provided to participants in order that theycould both recognize and seek career and job advancement.

Supervisors reported that participants were as interested in maintaining their current job status as advancing into higher job levels. Theyreported practical curriculum areas offered such as, instruction for goal setting, resume writing, and basic skills.

Participants were counseled regarding general drocedures needed for advancement and were referred to multi-service community agencies. Some sites offered Career Direction Workshops for participants.

Generally, programs did not offer instruction specifically directed at career exploration or job advancement. Instead, they worked on upgrading skills in order toenhance the basic skills of participants, which in theorywould assist themwith new career opportunities. The availability of jobs and require- ments for new careers werediscussed in all programs and integrated intothe curricular offerings. It was not a separate set-aside for focus.

Evaluation: Assistance was providedwhich assisted some partici- pants in seeking new careers and job advancement< This goal was not a focal point in any program site, but rather offered as appropriate in individual programs Evidence of two participants was producedwho changed jobs.

Recommendations: Continue to be able to offer assistance, but do not have career and job advancement as a major goal. The number of contact hours does not lenditself to this goal. Do not include as a major goal in future projects. Perhaps this couldbe used as a standard rather than erI Create a system for trackingadult participants over a three-year period after completing the project in order to determine the number of participants who did seek and obtain career changes.

16

313 OBJECTIVE - 11:

Standard: a) Front line supervisors track absentee records and plant producticn assembly records; and b) Anecdotal evidence of increased job satisfaction.

Procedure/Evidence: N/A

Findings: While several front line supervisors reported verbally that absenteeismhad declined, morale of emnloyees increased and production may have had positive gains. No formal records were able to be examined due to the union's opposition to its concern of confidentiality of records of individual employees.

Recommendations: Continue to explore more stuctured, formal systems of .!eedback regarding this objective. Develop a system to gather information in cooperation with the union partner that is acceptable for data collection purposes, yet protects the rights of the employee.

17 OBJECTIVE - 12: Increase skills and educational opportunities.

Standard: Review records of students entering post-sect,,Idary and/or apprenticeship programs.

Procedure/Evidence: Formal discussions with program supervisors and instructors.

Findings: One program site did focus on apprenticeship programs and did have students enter these programs. Several other programs were aware of some students who did, in fact, enroll in programs for higher education. Generally, instructors focused their efforts on meeting more immediate needs of individual students, knowing the limited amount of available instructional hours. It seemed more appropriate to provide reinforcement to adult students for basic skills and job-related work responsibilities. There was no formalway that instructors could identify students who, in fact, took advantage of educational opportunities.

Evaluation: All of the collaborative efforts of the partners, supervisors, instructors and programcoordinators were focused onand directedtoward increasing the skills and educational opportunities of the students enrolled in the LEAP project. There was no formal mechanism to identify students whoselected to enroll in post secondary or apprenticeship programs.

Recommendations: The goal is very general and not appropriately related to the main focus of the instructional offerings.

Create a system of tracking students during but especially after the life of the project. Many students indicated that when theproject was over they will considerother educational opportunities, The project shoulddevise a follow-uptracking system for all participants for the purpose of identifying what happens to students after the program is completed. Often the program willprovideimproved skills and opportunities. Enrolled students are not likely to take advantage of these opportunities until the program is completed. Unfortunately, the project currently has no formal system to track these students and, therefore, notable to record the many successes of students over a period of time. The tracking system should be for a period of two to five years after program intervention.

18 VITAE FOR EXTERNAL EVALUATOR ROBERT R. SIMONS, Ed.D. 12 Saw Mill Road Medford, NJ 08055 (609) 983-7177

SUMMARf: Extensive background in administration and management including experience as principal, coordinator of federal grants, assistant superintendent of schools and senior director for the New Jersey State Department of Education. Demonstrated ability in major aspects of effective schools at pre-K to grade 12. Widely recognized among peers as a strong leader whose proven innovative ideas met the identified needs of students, staff and community

PROFESSIONAL EXPERIENCE: NEW JERSEY STATE DEPARTMENT OF EDUCATION, Trenton, NJ (1986-1991)

Director, Division of Adult Education

Administered educational opportunities to 1.5 million New Jersey residents who lack a high school diploma. Established curriculum and staff training for basic skills, English as a second language, and secondary completion programs. Distributed $37 million in state and federal funds to 270 school districts, institutions and agencies.

Selected Accomplishments

Increased annual budget by 28 percent 1986-1991. Expanded number of adults served by 23 percent to current level of 77,000 students annually.

. Reorganized the division of adult education and provided expanded services through staff training to 1,200 professionals annually. Created workplace literacy grants. Conducted literacy audits for 1,500 employees in 30 New Jersey corporations. Coordinated, funded and evaluated basic literacy educational programs. Directed the 1990 award-winning Youth Corps program. Recognized as exemplary by the United States Department of Education, National Diffusion Network. Dramatically increased graduation rate and successfully placed high percent in jobs. ROBERT R. SIMONS, Ed.D. Page 2

BURLINGTON CITY SCHOOL DISTRICT, Burlington, NJ (1974-1986)

Assistant Superintendent of Schools

Administered curriculum development, staff training and evaluation for 220 teachers and administrators in a K-12 urban school district. Developed budget and negotiated contracts.

Selected Accomplishments

Developed and implemented system of staff evaluation (teachers and administrators). Provided the leadership and direction to obtain cooperative efforts of administrators, teachers and union leaders. Directed curriculum development K-12, including reading K-3, science 4-6 and language arts 9-12 and mathematics.

. Organized and conducted a district-wide Leeds assessment. Identified needs of students, staff and community. Developed an action plan to address needs over a three-year period. Researched, designed and implemented a program for four-year old students and a full-day kindergarten program.

. Created a performance-based model of instruction and assessment for students in K-3.

PRIOR EXPERIENCE: Burlington City School District, Burlington, NJ (1973-1974) Coordinator of State and Federal Projects

Burlington City School District, Burlington, NJ (1969-1973) Principal, Robert Stacy Elementary School

Burlington City School District, Burlington, NJ (1967-1969) Vice Principal, Wilbur Watts Middle School

CERTIFICATIONS: Issued by the New Jersey State Department of Education

. School Administrator

. Principal . Teacher

EDUCATION: Ed.D., Educational Administration Nova University, Ft. Lauderdale, FL M.A., Educational Administration Glassboro State College, Glassboro, NJ B.A., Elementary Education Glassboro State College, Glassboro, NJ 3 years Business Administration Villanova University, Villanova, PA MEDIA COVERAGE

C.U.B. Spirit MSDE Bulletin The Sunpapers The Frederick Post The Evening Sun The Baltimore Afro-American ACTWU/Challenger MPT Magazine

:3 3 Page 10 C.U.B. Spirit September, 1990

LEAP HELPS IMPROVETHE CITY WORKER LEAP,theLaborEducation 4701 Greenspring Avenue Registration/Orientation: Achievement Program, is sponsored Baltimore, MD 21209 Sept. 11 or Sept. 13 by the AFL-CIO and is free to CUB Registration/Orientation: Sept 18 or Sept. 20 members and their families. LEAP Sept. 10 or Sept. 12 To Be Announced: provides educational services aimed Sept. 17 or Sept. 19 Baltimore County - at improving math and English skills, Monday and Wednesday Social Security Administration and pre-GED preparation. 4:00 - 6:00 p.m. Building (Woodlawn) This program also provides support Hickory I Complex All Classes Will Begin The Week for its participants including bus fare Civil Defense Conference Center Of September 24. Classes will be and grants toward child care. Mayor 2220 Ady Road, Bel Air hels twice a week (Monday and Wed- Kurt Schmoke is backing the pro- Registration/Orientation: nesday or Tuesday and Thursday). gram, and has allowed for release time Sept. 19 For Information: Please Call 242- to be given to employees so that they Tuesday and Thursday 1300, ask for Jean Wardenfelt. may attend the classes. 4:00 - 6:00 p.m. The Project LEAP classes are Class Schedule and Registration Booker T. Washington Middle sponsoredbytheMetropolitan Dates: School Baltimore Council AFL-CIO Unions Monday and Wednesday 1301 McCulloh Street and Maryland State Department of 4:00 - 6:00 p.m. Baltimore, MD 21217 Education. Huber Memorial United Church Registration/Orientation: of Christ Sept. 11 or Sept. 13 The Alameda at 29th Street Sept. 18 or Sept. 20 1990 CUB Stewards Baltimore, MD 21218 Summer Workshop Registration/Orientation: Tuesday and Thursday Sept. 10 or Sept 12 6:00 - 8:00 p.m. The annual training workshop for Sept. 17 or Sept. 19 Hospital Workers Local 1199E- CUB stewards and officers was held SEIU Union Hall Monday and Wednesday Wednesday, August 22through 1820 N. Calvert Street Friday, August 24, 1990 at the 6:00 - 8.00 p.m. Baltimore, MD 21202 Greenspring Middle School Sheraton Lancaster Golf Resort and Conference Center inLancaster, Pennsylvania. The workshop covered Giving Blood is a "LABOR OF LOVE" a variety of subjects and provided a During the summer months blood wealth of information to all par- supplies drop below the critical levels. is a process where during the donaticn ticipants. Assistant Personnel Direc- Many people who normally give thebloodisbroken down into tor Sonya Drake, and Recruitment regularly to the American Red Cross separate blood products. These blood Director Isaac Clayton of the Civil are on vacation and donations drop products are given to patients with Service Commission were present to off. The AFL-CIO, in cooperation blood diseases where the genetic conduct an extensive seminar on the withtheAmerican RedCross, background of the patient and the operation, policies, and procedures of WBFF (FOX-45) TV, and CareFirst donor need to be similar. Blacks the CSC. Health, are promoting the "Labor of currently are underrepresented in the In addition, other sessions presen- Love" Blood Drive Campaign. blood donor population in general and ted topics including "Introduction to During the last several weeks blood particularlyinthehemapheresis the Federation of State Employees:" drives have been held at many of our program. "The Importance of The AFL-CIO fellow unions' halls throughout the This is also true of the organ donor and COPE;" "Coalition Building;" Baltimore Metropolitan Area. We program. Statistically a very small "The Role of Stewards;" "Grievance encourage our members to donate at percentage of blacks are registered as Handling;" "The AFT and Human any American Red Cross Blood organ donors through the Department Rights ;" and "The Legal Rights of Drive location in the name of CUB. of Motor Vehicles. In selecting a suit- Stewards." Remember that you never know when able organ donor the most significant Approximately seventy members, you or your family members may factor is a tissue match. The patient officers and stewards attended this need blood. We hope that you will must wair for an organ which is a workshop. All members who are run- give blood now so that others may genetic match. As a result blacks wait ning for office should realize that in live. for organ donations months longer order to represent your union you For more information on blood than others waiting for a similar must actively participate in CUE s donation centers and hours, call the organ. ongoing training workshops. American Red Cross at their Balti- We encourage all our members to This summer's workshop was, as more Chapter Headquarters. 4700 register as organ donors and to give always,ahugesuccess.These Mount Hope Drive at 764-7000. blood through the "Labor of Love" workshops increase the solidarity of The American Red Cross is also in Campaign. our steward's, and prepare them to need of blacks who are willing to give usealltheyhavelearnedwith through hemapheresis. Hemapheresis enthusiasm in the coming months. 0 MS EY BULL E' AILT 13 N190 Office if the Superintendent July 13, 1990 Number 9

PARTNERSHIPS: SCHCOLS ARE EVERYONE'S BUSINESS

In bus; ess school stern boardrooms, interest is growing in cultivating and expanding a variet).:f partnerships ap6 joint ventures. Business investment in schools is no longer seen as &P-uism but rather as a famdamental economic necessity. A recent national survey asked 130 major firms to list their tor concerns. Education ranked first by a wide margin. In Maryland, educa:icm lad CPUS schools are everyone's business, with state and local education agencies encouraging 72:6 seeing public-private sector partnerships.Businesses can assist chools with resources, facilities. and expertise, and can actively support school programs and reform initia'ves. MSDE has a national reputation for leadership in the area of educational volunteerism and business c(.11aboration..The agency has underscored its commitment to partnerships by establishing a partriersizps wait in the Office of Public Information, Partnerships, and Marketing. This partnership unit is instrumental in coordinating services and programs and in referring private sector resources to MSDE staff and their LEA contacts.The MSDE partnership unit also pruvides help with fundraising efforts and partnership proposals.In addition, a State techrical assistance team isavailable for partnership development and presentations and includes local partnership directors, supervisors of volunteer programs, and business representatives For more information, see PA.RTNERSHIPS: A SAMPLER on the next page and/or contact Darla Strouse (333-2211. DEPARTMENT RECEIVr7.S CA-RNEGIE GRANT The Maryland State Dep.rtrrecri of Education has received a $60,000 first yearinstallment on a Carnegie Corporation 'Male Grade Schools State Policy Initiative grant for athree-year middle learning years project."Tile z is being administered through the Division of Instruction.The Maryland proposal for4unnt..21focused on reinforcing and linking the Department's ma 'or educational thrusts, incirictinc u-iteragency coordination of comprehensive supportservices to children, youth and farnilic ate the Maryland School Performance Program.The grant's initial goal is to develop school bas.ed change models for middle schools for statewidereplication. For further information, contact Tciai Favazza, project director (333-2360). VACATION SCHEDULL. FOR THE MSDE BULLETIN The July 20 MSDE BLtlefin will highlight correctional education and theJuly meeting of the State Board of Education The Bulletin will nci be published on July 27 and August3 to allov. a brief respite for staff. A cirraas rwo-week vacation is also scheduled for mid-winter(December 28 and January 4). PARTNERSHIPS: A SAMPLER Business/education partnenhips are expanding educational resourcesfor students and are based on the concept that acommunity and its school system depend on eachother for support and success. The sampler belo'illustrates the multi-faceted nature of partnerships.

Statewide Project Reach Out: Mary:Lid Public Television,ABCs WJZ-Channel 13, the United Way, and the MSDE have developand produced a three-hour live telethon to recruitbusiness and community volunteers for educational programsin schools and other facilities throughout Maryland. The program 0:rained pledges for morethan 110,000 volunteer service hours for the 1990 school year. Maryland's Tomorrow:This statewide dropout prevention programinvolves a partnership between the Johns Hopkia: UniversityPolicy Institute, the MSDE, and all local school systems in Maryland.Substantia state funding has been allocatedfor basic skills remediation, mentoring, leadership traiang including communityservices projects, etc. The program involves the active participation of Private IndustryCouncils across the state as well as businessand community groups in each :aunty and inBaltimore City.

Regional LEAP (Labor Education Achievement Program):MSDE is working in partnership with the Metropolitan Baltimore Council of AFL-CIOUnions and Adult Basic Education (ABE) program providers in severjurisdictions to provide literacy services to areaworkers. The U.S. Department of Educatio: has awarded $301,163 toLEAP for instructional services and materials, child care stiperds, transportation,and for the development of a Literacy Learning Center. The program givt.. Maryland unionemployees an opportunity to take courses thatwill improve their basic skills. English language,and worker skills, and to prepare to completehigh school credentials. 'Apples for Students": Gunt Food's,"Apples for Students," allows public and parochialschools to trade Giant Food regi:zerreceipts for free Apple Computer hardware andsoftware. The 'Apples" program operate: n n:ne localMaryland jurisdictions, Washington, D.C.,and Northern Virginia.As of June I,X90 over 7,000 computers, printersand disk drives, and over 500 software packages had be:: awarded. "Food for Thought":Sir-_-_:ar :o the Giant "Apples" program,Safeway conducted "Food for Thought" from November _989 through April1990. This program provided schoolswith IBM computer products.

Local Connection Resource Bani: MontgomeryCounty's Education Connection established a computerized science and 7: aft. resource bankwhich currently lists 2,000 individuals and groups. To date, the "Bank" has pr-vs.de,-..: over 45,000Montgomery County students with speakers, mentors, and field trips.

School-Based Adopt-A-School: In Balti7 ;re City, with theassistance of the Greater Baltimore Committee, most of the city's high sch:, ishave been "adopted" by companies andorganizations which assist local schools by donating oarl:ng equipment, establishingwork-study programs, providing career guidance, helping 7 t op curriculum materials,sponsoring field trips, providing speakers, etc.

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BEST CM AVAILABLE Metid HE EVENING SUN, TUESDAY, JUNE 11, 1991

Literacy project honors outstanding student "I had no idea this would come out of it." Union-state program she said. Feaster received her certificate and a helps workers with $50 savings bond for being named outstanding student. GEDs, basic skills. She also will receive a free night on the town in July. That will include a chauffeured By Alisa Samuels limousine and a cruise. Evening Sun Staff Feaster was chosen outstanding student be- For 12 weeks. Diane D. Feaster would leave ,:ause of her dedication, hard work and good work at 6 p.m. for two hours, using her dinner attendance, said a Project LEAP spokes- break and city-paid release time to attend an woman adult education class at Calvert Street and A $300.000 grant from the U.S. Depart- North Avenue. ment ofEducation has funded Project Last night, again on dinner break from her LEAP during its two years of existence. said 4 p.m.-to-midnight shift. Feaster, an office as- Debra Brown Felser, the program's direc- sistant in the city Bureau of Water and Waste tor. Water, joined some 150 others at Martin's The program provides a "comfortable" Champagne Room on West Patapsco Avenue environment for union members who want for ceremonies honoring her as "Outstanding to acquire skills that can also boost their ca- Stident of the Year" in the Labor Education reers. Felser said. Program's Project LEAP. "Once you're out of school for 25 years The 2-year-old literacy workplace program .. you get a lot rusty," said Marie Daily, 41, is a joint effort of the AFL-CIO and the Mary- an employee of London Fog, maker of outer- land State Department of Education. It pro- ;,.rear. vides union members an opportunity to acquire Bonnie L. and Larry J. DeLoach said general equivalency diplomas (GEDs) or en- Project LEAP also changed their lives. hance their English. math or writing skills af- The couple received their GEDs last ter being out of school for years. year in the same class. Bonnie DeLoach had The free voluntary program also provides computer training. Project LEAP holds 59 dropped out during her junior year in high DIANE FEASTER school to get married and Larry DeLoach "I wasn't exoectinq all this" classes twice a week, usually in the evenings, in was embarrassed because he had to attend the Baltimore area. "slow classes." Mayor Kurt Schmoke. who wants to make Baltimore "the city that reads," allows city "Ws helped me feel better about my- workers an hour of release time to improve self." said Larry DeLoach. 41, a material their knowledge. Last night, he presented cer- handler. tificates to students. Because of the program, said Bonnie De- Being named student of the year seemed to Loach, 42, she and her husband cango to embarrass Feaster, who described herself as college if they desire. shy. She was one of 700 students ,iarticipating Employers also benefit from the pro- in the program. gram. according to Stanford A. Alliker. "I wasn't expecting all this." she said. "I lust president of Levindale Hebrew Geriatric wanted to brush up on my skills." Feaster be- Center and Hospital on Greenspring Avenue. gan classes in January and finished in May. Alliker said his company wanted to im- The basic math. English. reading and writ- prove workers' communication skills with ing courses have enabled Feaster to help her patients, so it got involved in Project LEAP 10-year-old son. Gary, with his homework, and last fall. If employees do better, then the to make quick calculations of percentages dur- employer and patients will, too, he said. ing saleswhenshe goes shopping. "Before, I'd have to go to the register and have them tell me" the price, said Feaster. who graduated from Northwestern High School in 1974. Program honors student

'xU PROJECT LEAP: January In. twit FIIE It \ LTINIORE Ito-A:4E111r IN ( RE-EdUCATINgAFRO Education Reporter By Joy M. Tyler Balumore is 'the city BALTiMOREPS WORkfORCE initiative to ensure that its whichisthat a readsmunicipality has taken the and it retrainingplacenewenoughlaborforce opportunities to take program can advantage readin Thethe which wellwork initiative of is a new acquireallowstheirremedial local employment union skills workers to status upgrade to sorely needed 3 I DepartmentbetweengramEducationthe i. Metropolitana theformal Achievement of Maryland Education partnershipProtect Baltimore State Pro- and LEAP i Labor familiestyliteracywasCouncil of developed its levelworkers.areof AFL/CIO all and toeligible improveproductivi- UnionUnions, to jointhe workers and their goals.planticipantsbolsterthe programfor and andself are are reach esteem taughtencouragedwhich long howhelps range to Par- findcomprehensible individualizedcoordinator,IL to levels helpRI Assistant at can theJean DirectorWardentelt.' Debra Brows Felsee, 1.1, Skop _tf ject has been extremely"The suc- response to the pro- Chief Brace Atkatoschool classes." and are LEAP now bnngingWorkers them who benefit most newquirerelatedfromValfery equipment. hew skillsmath training,Nance teacher,that or andnew maystudy JamsBariaasafe- re- IV Coatis Fergosoo. (seated' taklog instruction developworkplace.the needs cumculums of a particular which Instructors seekplaceProjecttowards promotions throughout Leap attaining programs or the their workFounded city GEDare and in Iwo years ago, projects75-100Literacyehich students. Learningoffers instruction DebraCenter Brown-Felser. to Assis- computer-based helprefresherparentscessful.childrenhomework Now courseswho who we Thosewant dropped soeven they whoto have getcan out have of their kids with designedandreading.whofrom thinking needthe wnting,program to assistance skills.increase arithmetic. are It is those workwithalso languageoraljobty measures Workers and study written can needed also EnglishEach receiveon theprogram is tailored to ticipatingtoolsutilizeattain at specific their incredentials the vanous machinery program job to Ultimatelysites.gain mayand ad- the worker par- counties.to manyathaveand no light alreadyofNearlycost the industnal to surrounding 2.000 beenthem heavyretrained workersor their ServicestantreasonstheworkersBaltimore Director program of theforwho ofCouncil. joining. MetropolitanCommunity haveparticipate says several that in receivedenrolledOneapprenticeshipmissiontowards third to in post oftheor their the areprogramsecondary GED.programs.employees ...h.ang have and familiesthewelltionalEducation U.S. as staff stipendsDepartment toand provide materials,forProject child instruc- of care.LEAP as is funded by to providenologyadaptskills soto workerswithin theythe changing thecould with"Originally workplace solidreadily tech- our intent was adulthomeliketimate15 weeks. students and atmosphere are allow smallwho Classes,may and for notthein- which can run for for a themselvesand transportation. una9e toThose read atworkers who hind disciplines."wereand to transferable ensure that theseinto other skills enrollmentscreeningmustyoungerhighhave the schooltake same pupils. testto determine setting responseprior Enrollees to withtheir inthe a a placement themtionalrecruitpossesslevel intoneedsof workers proficiency more and with productive to Project remakeeduca- they LEAP aims to BEST COPY AVAILAB dinatorscattyproveinitiativeindividuals. thethemselves say andprogram they drive caracademi- Ass to long Im- as a person has the enor- ACIWU members atthe English- American plant in Westminster, MD are expanding their skills in reading and math, as well as getting an intro- duction to computers in an imaginative new program that is part of the union's workplace education effort. A group called L.E.A.P.(Labor Education Achieve- ment Program) has been established_by the Baltimore Metro Council AFL-CIO Comnaunf.ry Services, in conjunction with the r Maryland State 4- Department Of Educa- tion. r11"."'"-m ;;:*' Business Agent iVrZ" . ' t.:341'' Fred Harmer, also a or.fd - vice-president of the AFL-CIO, was in- -fad .IC;e1-an strumental in setting up the first program at Local President Ann Turner(left) watches ShirleyMiller and Made Clifton try English-American. out the computers during class at English-American. Two years ago, LEAP ran a series a classes for union membersat The program is a kind of pilot effort,to see if thn English- American. The response from union members, is enough interest. Brown Felser would like to continue- and the support from management, encourageda the program, possibly at the LondtontowniEldersbul renewed program for 1991. LEAP secureda special facility, which is also located in CarrollCounty, so tfr- grant from the US Department of Education and from same computers could be used for ACI'WU membo United Way through a project called "community prob- there. lem solving," which involvedan expansion of the "I hope this will be a model for otherprograms 01 education programs. this type in union shops," she said. "Ideally,we can bti, According to Debra Brown Felser, of the AFL-CIO our own computers so that we canrun the programs Community Services department, theprogram joined anywhere the members want them." with the Carroll County Board of Education,which provided some computers,to rebuild peoples interest in learning. The classes at English- American are not strict- ly computer classes: students work ina study :gaup to JOBS WITH JUSTICE upgrade their verbal, communications andmath skills, and then test their skillson special computer programs. For ACTWU member Shirley Miller,it's a chance The Baltimore Region will be suportingthe cam- at the future. "They say that some dayevery home will paign for improved healthcare duringthe week of June have a computer and I wantto get ready, she said. 3-9, which has been designated HewnCare Action Week,. part of the union-sponsored Jobswith Justice Mazie Clifton is also lookingahead, although she campaign. has a more specific goal:"It's interestingto learn to run a computer and it's really fun, but Iam thinking about During the week, there will beposters and stickers picking up a little part-time workafter I retire." in the shops, with a wide range of educationalactivities around national healthcare. Local President Ann Turner,who is also attending the classes, said that when shewent around the shop to On Thursday, June 6, there will bea day of Cut the ask for participants in theprogram, the response was Red Tape, in which members willwear red ribbons or great and there were initiallytoo many volunteers. Even tape, to symbolize the problems with abusesby the now, the classes, which meet after work in the factory, insurance industry. In Baltimore,union members will are divided: since there are not enoughcomputers for hold a large rally after work infront of the state In- everyone to use at the same time, some members study surance Commission building to demazdan end to these books in a classroom situation andsome bang away at abuses. Workers will also fillout ballots support for the two computers. "A Healthy America,"one in which thereis s comprehen- sive quality health care for all Americans. The classes started in April andwere supposed to run for two months butmay be extended until the end of June.

page 4

I ACTWU members at the English- American plant in Westminster MD are expanding their skills in reading and math, as well as getting an intro- duction to computers in an imaginative new program that is part of the union's workplace education effort. A group called L.E.A.P.(Labor Education Achieve- ment Program) has 4 been established)oy the Baltimore Metro Council AFL-CIO Community Services, in conjunction with the Maryland State Department of Educa- ...... non. ..a Business Agent Fred Hartner, also a vice-president of the .:16; AFL -CIO, was in- 'So 191 11602.2.- strumental in setting up the first program at Local PresidentAnn Turner(left) watches Shirley Miller and Mazie Clifton try English-American. out the computers during class at English-American. Two years ago, The program is a kind of pilot effort, to see if theft-- LEAP ran a series o classes for union members at is enough interest. Brown Felser would like to continue English- American. The response from union members, the program, possibly at the Londtontown/Eldersb and the support from mana_ gement, encouraged a facility, which is also located in Carroll County, so renewed program for 1991 LEAP secured a spwial same computers could be used for ACTWU memben ,uant from the US Department of Education and from there. United Way through a project called "community prob- lem solving," which involved_ an expansion of the "I hope this will be a model for other programs of education programs. this type in union shops," she said "Ideally, we can buy our own computers so that we can run the programs According to Debra Brown Felser, of the AFL-CIO anywhere the members want them." Community Services department, the program joined with the Carroll County Board of Education, which provided some computers, to rebuild peoples interest in learning. The classes at English-American are not strict- ly computer classes: students work in a study group to JOBS WITH JUSTICE upgrade their verbal, communications and mail skills, and then test their skills on special computer programs. The Baltimore Region will be supporting the cam- For ACTWU member Shirley Miller, it's a chance paign for improved health care during the week of June at the future. They say that some day every home will 3-9, which has been designated Health Care Action have a computer and [ want to get ready," she said. Week,. part of the union-sponsored Jobs with Justice Mazie Clifton is also looking ahead, although she campaign. has a more specific goal:"It' s interesting to learn to run During the week, there will be posters and stickers a computer and it's really fun, but I am thinking about in the shops, with a wide range of educational activities picking up a little part-time work after I retire." around national health care. Local President Ann Turner, who is also attending On Thursday, June 6, there will be a day of Cut the the classes, said that when she went around the shop to Red Tape, in which members will wear red ribbons or ask for participants in the program, the response was tape, to symbolize the problems with abuses by the great and there were initially too many volunteers. Even insurance industry. In Baltimore, union members will now, the classes, which meet after work in the factory, hold a large rally after work in front of the state In- are divided: since there are not enough computers for surance Commission building to demand an end to these everyone to use at the same time, some members study abuses. Workers will also fill out ballots of support for books in a classroom situation and some bang away at "A Healthy America," one in which there is comprehen- the two computers. sive quality health care for all Americans. The classes started in April and were supposed to run for two months but may be extended until the end of June. page 4 - APRIL 1991 411222M1 1=k itl$39fM A G A ZINE

A 'To

I

. 1160,5' c Explore the far reaches of the universe with THE ASTRONOMERS Then come back home to discover thecourage / and daring of those / who first determined THE SHAPE OF THE WORLD MP fc hi r17

r. system. The bureaucracy which encom- f yeti never learn to read, sidered to be thankless and on the lower school end of the professional ladder. passes administrators, parents. you'll know only what you boards and the -system" is the other think." said teacher Mar- The two-part program examines the causes and effects of the country's most suspected culprit. Deborah Meier. Prin- garet Forhan, at PS 165, cipal of New York's Central Park East New York City, in the year 1925. She compelling internal crisis the failure neglect Secondary School. says -I think teachmv, was, by all accounts, a dedicated. to educate all students and the of its prime natural resource, the chil- is an extraordinary opportunity. But it underpaid, over-worked teacher, yet a is filled with pain. It is idled with humi- maker of small miracles. She was a dren. Hypothetical case studies about causes and cures are presentedby mod- liation of an extraordinary degree." member of a profession that has seen William Brock. former U.S. Senator and little change in the 65 years following. erators Charles R. Nesson andCharles Ogletree of Harvard Law School and a Secretary of Labor, adds. -The national In his opening to America's Schools: will has been missing. The parental in on < Who Gives a Damn?, premiering April 1 panel of educators. policy-makers. and government and business leaders. ment has been missing . .." AdamUrban:- and :2 at 10 p.m.. Fred W. Friendly a President of the Rochester Teachers former student of Forhan's wonders The first program views the role of the teacher as just one factor in the contin- Association, believes, You won't reall how her successors continue to give mutt rated on pap )9 much of their lives to a career still con- uing dilemma of a failing publicschool Making the Grade An MPT News Documentary onEducation April 2 at 8 p.m. Repeats April 3 at 11:30 a.m. and April 4 at11:30 p.m. Rarely do we read about the status ofpopular Montessori curriculum in education in America without hear- Prince George's County public ing of the escalating dropout rate or schools, the growth of adult literacy of the growing problem of crime and programs in Baltimore City, initia- drugs on school grounds. Yet despite tives to advance the education level those negative images, there are sev- of those in the workplace and a new eral stories of success here in Mary- approach aimed at encouraging pa- land, involvi.ig not only schools but rental involvement in their children's also students of all ages. education. John Rydell is reporter/ John Rydell profiles a special pro- producer Everett L. Marshburn is 11111111 gram for troubled teens in Montgo- executive producer. mery County, the ixpansionof the

10/MPT MAGAZINE Maryland Public Television

MPT COVERS EDUCATION FROM LOCAL, NA7/0NAL AND INTERNATIONAL PERSPECTIVES

BALTIMORE, HD (March 22, 1991) -- Maryland Public Television (MPT) joins PBS ABC, CBS, NBC and Fox networks in celebrating

"Education 1st! Week,,, April 15-21, 1991.

",Education 1st!" was created to gather and use the resources of the entertainment industry and the media to communicate the realities of tha current crisis in education and positive solutions to enure a functionally literate, productive work force by the year 2000. All of the commercial networks and PBS, plus The Disney Channel, HBO and TNT will be airing programming during that wee: with "an educational message."

MPT joins the important focus that week, as well as throughout the antire month, with a continued emphasis on quality education for Alerica's youth with a selection of programming that explores current educational trends, accomplishments and pitfalls -- on a local level, across the nation and the world.

In ',MAKING THE GRADE,,, airing Tuesday, Acril 2 at 8:00 p.n., with repeats Weines-lay. April 3 at 11:30 a.m. and Thursday, April

4 at 11:30 p.m.Io.:?T reporter John Rydell profiles several success stories in Maryland, involving not only schools but also students of all ages. The MPT dztamentary features a special program for troubled teens in Montgcaery County; the expansion of the popular Montessoricurriculumin Prince George's County public schools;

-more- 1

the growth of a4ult literacy programs in Baltimore City; initiatives to zdvance the education level of those in the workplace, and a new approach aimed at encouraging parental involvement in their childrens' education. ',MAKING THE GRADE" is a MPT production. John Rydell is reporter/producer; Everett L. Marshburn is executive producer.

MPT and Maryland Intec will also present tothe region a live broadcast de Maryland State Superintendent of Schools Dr.

Joseph Shilling's Faculty Meeting, Thursday,April 25 at 3:00 p.m., with studio audience and phonebanks. The half hour meeting will give an opportunity to parents, teachers, princLpais and business leaders to meetwith Dr. Shilling to discuss Maryland's goals for public education, and

review the current strategies for state action. At the top of the agenda is the MarylandSchool Performance

Program, a system t. c measure student outcome andhold schools, school systems znd the state accountable forthe success of all

students. °the: topics of review include pre-kindergarten education; mamixtsry kindergarten; revised highschool graduation requirements; tiexiEle school organization; parentalinvolvement,

and Maryland's Fal.s for the year 2000.

"A QUEST FOR EDUCATION," airing Sunday,March 31 at 10:00 p.m. and Friday Aril 5 at 11:30 a.m.,contrasts education in

the United Statas and Japan, revealing thesetwo nations'

underlying cultural values. Filmed in Tokyo and the U.S., the program is narrated by Edward JamesOlmos ("Stand and Deliver").

To explore the two educationalsystems, "A QUEST FOR

-more- EDUCATION" focus upon day-to-day personal experiences of two junior-high school students: Kelly Jackson, 14, of Pacific Palisades, California, and Michiyo Takahara, 14, of Machida City, near Tokyo. Boil students have lived and attended school in both countries. Throughout the program, the girls and their families offer personal insights and perspectives on their own culture and educational sysiam juxtaposed with what they learned and experienced in 4ch other's country.

"A QUEST Fat EDUCATION" is produced by KCET/Los Angeles.

On Mondav,Aorit. 1 and Tuesday, April 2 at 10:00 D.M. MPT presents the two-pa...:t "AMERICA'S SCHOOLS: WHO GIVES A DAMN?" which examines the causes and effects of the country's most compelling interval crisis -- the failure to educate all students and the neglect of its prime natural resource, the children. Veteran journalist Fred Friendly joins colleagues at Columbia Univerk.ty's seminars on media and society to explore the current educational crisis, with sobering statisticcs and the latest proposed solutions. By walking through real-life scenarios in two hourly seminars that highlight dramatically the knotty decision-making that teachers, principals, administrators and government cfficials grapple with every day. Harvard layschool professors Charles Nesson and Charles J.

Ogletree lead a distinguished group of panelists that include Bill Moyers; Ste of New York Commissioner of Education Thomas

Sobol; Califorma Sti_perintendent of Public Instruction Bill

Honig; Brown UrAversity President Vartan Gregorian; New Jersey

Governor Jim Fizric; Secretary of Labor William E. Brock, and

-more- Texas State Representative Wilhelmina Delco, among others. "AMERICA'S 3CHOOLS: WHO GIVES A DAMN ?" is produced by

Columbia Universtty in association with WNET/New York. On Saturday. Apra, 6, 8:00-9:00 p.m. MPT presents the

"Maryland State leography Bee," the state-level competition of the upcoming 191 National Geography Bee in Washington, D.C.

(airing on MPT May 23, 1991) sponsored by National Geographic WORLD magazine ar.d co-sponsored by AMTRAK and KUDOS snacks.

One hundre.il and one 4th-8th grade students in the state compete in prelizinaries at Prince George's Community College in five categories of ,..,-....ography, as well as five other categories, which include such topics as environmental issues. The ten finalists will then join competition moderator Bob Turk, WJZ's metscrologist, for the televised portion of the tee, produced by MPT. The winner of the state finals will go on to the Nationals lzier this month.

[Note: The following program was originally scheduled to air January 16, 1991, but was preempted for urgent war-related programming. J On Wednesday, April 10 at 8:00 p.m., the 90-minute documentary "ALL OUR CHILDREN WITH BILL MOYERS', examines four alternative educational programs trying to mitigate the serious problems confrorting many of today's young people. The film is followed by a vigorous one-hour exchange at Longstreet Theater in

Columbia, South Carolina, between educators and pclicymakers to debate how America can better respond to the needs of its youth.

As many as 300,000 students each year drop out, fail to

-more-

0C) graduate or finish school ill-equipped for further education. The result: America compromises its ability to compete in the world economy while many in its huge. work force lead lives of alienation, dependency and squandered potential. In HALL OUR CHILDREN WITH BILL MOYER8, Moyers visits innovative programs in Columbus, Indiana; San Antonio, Texas; ana

Cambridge, Massachusetts. Each program attempts, in its own way, to intervene in the lives of young people. Bill Moyers explains, "The victories are small, the struggle daily, but the stakes are large for these kids and America's

future." HALL OUR CHILDREN WITH BILL MOYERS" is a major element of

"Realizing America's Hope," a comprehensive initiative to help America respond to the challenges facing its youth, and a part cf the 1991 PBS outreach effort, "All Together Now."

HALL OUR CHILDREN WITH BILL MOYERS,' is a production of

Public Affairs Television, Inc. and South Carolina ETV. Judith Davidson Moyers is executive producer; Bill Moyers is executive

aditor.

# ##

For further information contact: Lisa Shenkle (301) 581-4356 or Maureen Volland (301) 581-4334. SAMPLE EVALUATION ACTIVITIES LEAP STUDENT-CLASS EVALUATION ATTACHMENT D

Teacher's Name Date Class

This form asks what you think about your LEAP classes. Please say what you really think. You do not have to sign your name.

1. How much are your LEAP classes helping you to achieve your education goals? (Please check only one.)

The classes are not helping at all. The classes are helping me some, but not enough. The classes are helping me a lot.

2. Are your LEAP classes relaxed and friendly?

Yes No

3. How do you feel about learning in your LEAP classes? (Please check only one.)

It is very hard and I am having a lot of trouble. It is sometimes hard, but I don/ have too much trouble. It is not hard.I dont have any trouble.

4. What did you learn in this class that was most helpful to you?

5. What would you do to make this class better?

6. 1 wish I could have spent more time on

7. 'What I enjoyed most about class was

8. if I were the teacher, I would

9 What impact have your LEAP classes made in helpingyou improve your job performance and promotion eligibility? (Please check one.)

very much moderately not very much none

10. Do you feel your LEAP classes have helped you becomemore self confident?

very much moderately not very much none

Please use the back for other suggestions, if needed. 16ebl 2178

Dear Student: We need your help. As a union member you went to classes held as part of Project Leap - the Labor Education Achievement Program. We want to know if the classes helped you. We also want to know how to make them better. Please take some time to fill out the survey form so we can help more students. Use the envelope we included and send it back right away. Thank you for your help!

Sincerely,

Patricia L. Bennett Project Director, LEAP

Debra Brown-Felser AFL -CIO Project Coordinator

PLB:DBF:rmh {32pb3} LEAP STUDENT-CLASS EVALUATION

Teacher's Name Date Class Location

Participant Evaluation.. Your evaluation of the teacher and class is very important. It will helpus improve our program and serve you better. We review each evaluation so please consider each question carefully. Thank you.

Overall, are you satisfied with the LEAP class? ___yes 110

The Class: Did you complete the claims? Yes No If no, then why not?

What did you learn in this class that was most helpful to you?

What would you do to make this class better?

What 1 enjoyed most about clad was

Please circle your response to the following questions: 1= excellent, 2 good,3= okay, 4= needs improvement, and 5 = poor.

The Teacher: EXCELLENT POOR GOOD NEEDS POOR IMPROVE-. MF-NT Was well prepared for each session. 1 2 3 4 5 Made the goals and objectives clear at the beginning of the class. 1 2 3 4 5

Was willing to answer my questions. 1 2 3 4 5

Provided individual help when needed. 1 2 3 4 5 Used effective techniques in presenting the course material. 1 2 3 4 5 Was friendly, personable, and accepting towards me. 1 2 3 4 5

what impact will your LEAP classes make inhelping you improve your job performance? (Please checkone.) _very much moderately not very much none Do you feel your LEAP classes will help you becomemore eligible for promotion? _very much moderately not very much none Please use the back for other comments, if needed. LEAP STUDENT -CLASS-EVALUATtON SURVEY SUMMARY DECEMBER, 1990 A new form to survey student reaction to LEAP classes and instructors was developed in late Fall, 1990 Approximately 22% of "returning" LEAP students responded to the survey; about 13% of all LEAP students responded to the survey

53% indicated that they completed the class . 39% said that they did not complete the class 8% did not respond The survey analysis of responses concerning LEAP teachers and the impact of LEAP classes indicated the following: THE TEACHER EXCELLENT GOOD NEEDS POOR NJA IMPROVE- MENT

Was well prepared for each session. 69% 14% 3% 10% 4%

Made the goals and objectives clear at the beginning of the class. 78% 4% 6% 6% 6%

Was willing to answer my questions. 82% 8% 2% 4% 4%

Provided individual help when needed. 80% 10% 4% 6%

Used effective techniques in presenting the course material. 69% 12% 3% 12% 4%

Was friendly, personable, and accepting towards me. 90% 2% 2% 2% 4% What impact will your LEAP classes make in helping you improve your job performance? (Please check one.) 67% very much 20% moderately 4°/0 not very much 3% none 6% N/A Do you feel your LEAP classes will help you become more eligible for promotion?

55% very much 24% moderately 12% not very much az.% none 6% N/A When asked what would make the class better a number of students responded "more time"

When asked what students most liked about the class, many cited their appreciation for the opportunity to improve their skills and the teachers supportive manner. {115pb3} Interview Guide-RrogrE,m Eupervisors

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1111-1 MARKETING AND PROMOTIONS

(Samples) CIVIL SERVICE CONIN1ISSION CITY OF BALTIMORE ;ESSE E HOSKINS ?nrsonnel 6:14.c tor 111 \ KURT L SCHMOKE Mayor Balumon \lantana .::2:12

FREE CLASSES FOR CITY EMPLOYEES

Baltimore Mayor Kurt L. Schmoke is urging CityEmployees to take advantage of FREE education classes.

'since the Labor Education Achievement Program,Project LEAP, isso important, I will allow City Employees onehour of work release time for every class attended, if the classfalls during work hours," says Mayor Schmoke.

ProjectLEAP is sponsoredbythe Metropolitan Baltimore Council AFL-CIO Unions and offers classes for workers to brush up on their skills, to prepare people to take tests for promotions, or prepare for the GED. At some locations, workers can improve on their existing skills, while using a computer. Computer Assisted Instruction isa fun way to increase vocabulary, relearn math skills, and learn how to use a computer.

Glenard S. Middleton, Sr., President of AFSCME Local 44, says, "As we've seen from the current trend of unemployment, no jobs are 100% guaranteed. An example of the benefits of LEAP is that AFSCME members have been promoted to better jobs. AFSCME is extremely proud of its members." Cheryl Boykins Glenn, President of City Union of Baltimore states,"I strongly urge CUB members and their family to take advantage of thisfree benefit. This isa chance to improve yourself even if you already have a diploma. Project LEAP is a good example of the union and the Mayor working together to benefit everyone and the City."

You must register the week of September 9th (evenif you previously took LEAP classes). Space is limited and registration will be on a first come first serve basis. Classes begin the week of September 16th.

Voluntee".a are needed to help in the classroom; as tutors and to motivate pvopie to come to class.Training will to provided to anyone wishing to help in this way.Call now for more information, at 242-1300 aN: ask for Jean Wardenfelt or call your local union. AWD\LEAP*32

Working together, we made it happen! Baltimore Awarded 1991 All America City PROJECT LEAP LABOR EDUCATION ACHEIVEMENTPROGRAM

This program is open to anyonewho is a member of the dependents. It is a joint effortbetween AFL-CIO Union and their It is a good the union, and theMaryland Board of Education. program. will be given The classes arefree, as is the GED Book you The classes meet fortwo hours, twice aweek, to work from. instruction for approximately twelveweeks. In addition to free also receive bus tokens,if you have to and books, you will $7.00 per class if take a bus to class,and reimbursement of children with a sitter inorder to attend. you have to leave your in English, In these classes youwill receive instruction Studies, and Arts &Literature, all Math, Science, Social Approximately four weeks subjects covered on theGED Test. classes, you will be given apre-GED test. before the end of the ready for the actual It is a test designedto see if you are will be given theopportunity test. Once this is done, you actual test. If you feel youaren't ready, to register for the don't have to or if your teacnerfeels you aren't ready, you through the program again. But take it. You can always go the test, you will berequired to send in if you want to take with a $12.00 registration your completedregistration form along fee. want to take Prehaps you graduatedfrom high school, but skills first. a few college coursesand need to brush up your kids with their homeworkand are Maybe you try to help your from what you learned frustrated because thework is so different want to learn to beable to help them. What in school, and you this class, it is a ever your reasonis for wanting to take and you should makethe effort to register good enough reason, children* are You, your spouse,and any of you teen-age eligiblefor this program. this program I'm Larry DeLoach. Bonnie and I went through of this year. We both wanted ourhigh from January to June June 9, and by June school diplomas. We took the GED Test on test results in themail, along with our 30, we received our she Bonnie was so impressedwith the program, that diplomas. counselor at one of is working this year asa volunteer peer worthwhile program and wants the locations. She feels it is a she was helped. to help others as these classes, If you are interestedin registering for information, call the numberprinted or if you justwant further Flier, someone will Ipe morethan willing to help on the LEAP interested, as a unionmember, you you. Remember, if you are owe it to yourselfto make the call. Thank you, Sincerely,

A,14.11:7A4., Larry DeLoach *Teen-agers still in schoolexcluded.

CL) DATE LOCAL UNION

LABOR EDUCATION ACHIEVEMENT PROGRAM

SURVEY FOR BALTIMORE CITY EMPLOYEES

1. NAME

2. STREET ADDRESS

3. CITY COUNTY ZIP

4. HOME PHONE

5. Do you have: High School Diploma? YES ( I NO [ 1 or G.E.D.? YES [ I NO [ ]

Last grade completed?

6. Are you interested in attending adult education classes?

YES [ ] NO [ ]

7. Do you have family members interested in attending classes?

YES [ I NO [

Name Phone

8. Where would you prefer to take classes?

Union hall [ ] Workplace [ ]

9. What are your duty hours?

10. What are your off days? M T W TH F

11. What department do you work in?

12. Work Location?

opeiu 2, afl-cio ci Let LEAPbe tri

Key to abetter future

DO YOU WANT? job security ? * to bid for a better job? a promotion? * to prepare for a layoff?

JOIN PROJECT LEAP ! Labor Education Achievement Program

FREE CLASSES FOR UNION MEMBERS STARTING IN SEPTEMBER

FOR INFORMATION CALL: JEAN WARDENFELT, 242-1300

Benefit of hFSCHE Council 67

Sponsored by: Metropolitan Baltimore Council t1FL-CIO Unions Maryland State Department of Education

opelu 2 afl-cio 8/90 #36 PROJECT LEAP Your KEY to a better future

BENEFITS YOU CAN ACHIEVE

job promotion, job security improved work skills improved math and reading skills skills needed for a GED

THE AFL-CIO OF'F'ERS FREE TRAINING TO UNION MEMBERS AND THEIR FAMILIES

Training will be held at the Hickory I Complex, Route 543, 2220 Ady Road Mondays and Wednesdays after work

REGISTRATION AND INFORMATION SESSION

Hickory I Complex Monday, September 23 4:00 p.m. to 6:00 p.m.

For more information call Jean Wardenfelt at the AFL-CIO Office - 242-1300 or Judy Conway at Harford Community College - 836-4160

Sponsored by:

Metropolitan Baltimore Council AFL-CIO Unions Maryland State Department of Education Harford Community College

A benefit of AFSCME LOCAL 1802 PROJECT LEAP: THE LABOR EDUCATION ACHIEVEMENT PROGRAM

A REGIONAL PROGRAM TO IMPROVE THE LITERACY LEVEL AND PRODUCTIVITY OF THE WORKFORCE

A Formal Partnership Between the Maryland State Department of Education and the Metropolitan Baltimore Council of AFL/C10 Urions

1990 PROJECT LEAP

Labor Education Achievement Program \CO COMPUTER ASSISTED INSTRUCTION

FREE =11E/DINIMINIII

* IMPROVE READING, WRITING AND MATH SKILLS * WORK ON BUILDING YOUR VOCABULARY * INTRODUCTION TO COMPbTE1 SKILLS

BENEFITS THAT CAN BE ACHIEVED FROM COMPUTERASSISTED INSTRUCTION: * Job promotions, job security, improved workskills * Learn the skills needed for GED * Develop or improve word processing skills

WHERE: IIPEEN LEARNING CENTER 2433-35 N. CALVERT STREET BALTIMORE, MD 21218

WHEN: MONDAY AND WEDNESDAY

TIME: 5:00 TO 7:00 P.M.

Classes will start is March. To sign up call JeanWardenfelt, 242-1300.

Sponsored by: Metropolitan Baltimore Council AFL-CIO Unions Maryland State Department of Education United Way of Central Maryland

opeiu 2, afl-cio LEAP422.3

8 ti 1990 MARYLANDS LABOR EDUCATION ACHIEVEMENT PROGRAM- PROJECT LEAP

Program Description;

1 .iaryland Sate Department of Education has partnered with the Metropolitan Baltimore Council of "FL-C10 Unitas with a membership of 170,000 workers and ABE program providers to develop classes for 600 union workers in workplaces and union halls throughout Baltimore City, and Baltimore, Anne Arundel, Edward, Carroll, Hanford, and Cecil counties. The project was awarded $301,163 by the US. Department of Edmcation. In addition to instruction services and materials, thegrant also provides stipencit for child care, transportation, and the development ofa Literacy Learning Center. Partner Roles

Education partnersare responsible for assessment, curriculum design, instruction, staff development, and educational munseling. Union partnersas responsible for recruitment, marketing and outreach, development of management incentives, and cold care and transportation programs. Managementis cacouragixi to provide learner incentives such as 'paid release time' for instruction. How Maryland Will t

This grant gives Maryland union employees an opportunity to takecourses that will improve their basic skills, Fngligh language, worker skills, and/or courses toprepare for high school completion credentials and to gain acinission to post secondary and apprenticeshipprograms. Workers receive all instruction and instruction materials at no cost and also receive, if needed, stipendsfor transportation and child care. Guidance and corrinceling services are also available.

Project Goals

L To increase work related functional and basic skills abilities.

2. To increase Eurrish language ability of non-native English speakingworkers.

3. To increase tie number of workers attaining high schoolcompletion credentials. Project Objectives

1. To recruit am em-oll no less thanes Union workersor dislocated workers.

Z. To offer 96 hairs of ins traction through 45 classesat 35 worksites.

3. To develop a mmputer-based Literacy Learning Center whichoffers instruction to 75 - 100 students.

4. To providepaticipantswith a comprehensive support system.

5. To disseminat zuides and learning packets for workplace instruction ingarment, general manufa-g, and health to all instructors.

6. To provide wcricplace specific competency-based literacyinstruction. 7. To retain no ass than 74c7- of the students enrolled. RECOGNITION CEREMONY AND OUTSTANDING STUDENT AWARDS J

Ker Unions Involved In 'Ills Project Are;

1) Hospital Wontrs 5) Machinists 2) AFSCME 6) Laborers 3) Amalgamate4 lothing 7) United Food and and Textile Vorkcrs Commercial Workers 4) Shipworkers

Protect Period: 1 April L00 - 31 March 1991

For more information or Iroject LEAP please contact:

Patricia Bennett Debra Brown-FeLser Project Director - Educarnn Project Director - Labor Maryland State Departratit of AFL-CIO Unions Education Suite 110 200 West Baltimore Stret 2701 West Patapsco Avenue Baltimore, MD 21201 Baltimore, MD 21230 (301) 333-2178 (301) 242-1300

{17pb} CITY OF BALTIMORE

Citizen Cittio

TO

DARLENE RI CE

I, Kurt L. Schmoke, Mayor of the City of Baltimore, do hereby confer upon you this citation in recognition ofYOUR ACHIEVEMENT IN THE LEAP PROGRAM CLASSES.

Given under the Corporate Sealofthe CityofBaltimore

this 10th dayof June ninety-one one thousand nine hundred and

MAYOR Literacy projectUnion-state honors program outstanding student generalvideslandis a joint Stateunion equivalency effort Departmentmembers of the diplomasanAFL-CIO opportunityof Education. (GEDs) Theand tothe2-year-old acquire ItorMary- pro- en- literacy workplace program 10-year-oldingganwanted coursesclasses to brush inson,have January Gary,up enabled on with andmy Feaster finishedskills."his homework, TheFeasterto in helpMay. basic andherbe- math, English, reading and writ- work at 6 p.m. for two hours, usingGEDs,helpsFor her 12 dinner weeks, workers basicDiane D. Feaster skills. with would leave By Alisa SamuelsEvening Sun Staff classescomputerterhance being their twice out training. English, aof week, school Projectmathusually for years.or inLEAPwriting the evenings,The holdsskills free af-59 voluntaryin program also provides graduatedhaveingto make sales them quickwhen fromtell me"calculationsshe Northwestern goesthe price, shopping. of said percentages High Feaster,"Before, School whodur- inI'd have to go to the register and sistantNorthadultbreak4 p.m.-to-midnight Avenue.educationand in the city-paid city classBureau release shift, at ofCalvert Feaster,Watertime to Last Streetand anattend officenight,Waste and an as-again on dinner break from her Baltimorethetheirworkerstificates Baltimore knowledge. an to hour students. area. Lastof release night, hetime presented toMayor improve Kurtcer- Schmoke, who wants to make the city that reads," allows city student.650she1974. said.savings Feaster bond received for being her named certificate outstanding"I had and no ideaa this would come out of it," Program'sStudentforChampagneWater, ceremonies joinedof Project the Room Year"somehonoring LEAP. on in150West the her others PatapscoLabor as "Outstanding at Edlication Martin's Avenue program.shy,embarrass one of Feaster, 700 students who described particilptingBeing herself in named the as student of wasn'tthe year expecting seemed allto this," she said. "I just limousinetown in July. and Thata cruise. will include Shea chauffeuredFeaster also will was receivechosen outstanding a free night student on the he- See LITERACY, D10, Col. 1 Named outstanding student DIANE FEASTER if woman.attendance,causeProgram of her dedication,said a Project hard LEAP work andspokes-honors good student LITERACY, From DI wasschooldroppedyear"slow embarrassedin theto classes."out get same during married class. because her Bonnieand junior heLarry hadDeLoach year DeLoach to in attend high had menttor.DebraLEAP of duringBrown its Felser, two years the program'sof existence,A ;300,000direc- said grant from the U.S. Depart- Education has funded Project handler.self,"Loach, said 42, Larry she DeLoach, and her husband 91, a Because"It'smaterial can helped go ofto the me program, feel better said Bonnk:about my-De- THE EVENING SUN, TUESDAY, JUNE 11, 1991 environmentreers.to acquire Felser skillsfor said. union that canmembers also boost whoThe"Once their wantprogram ca- you're provides out of schoola "comfortable" for 25 years collegeCenterpresidentgram, if andaccordingthey ofHospital desire. Levindale to on Stanford Greenspring Hebrew A. Geriatric EmployersAvenue. also benefit from the pro- Alliker, /-1 wearan Projectemployee . LEAP of London also changed Fog,. you maker get their a lotof lives. TheBonnieouter-rusty," couple f, received their GEDs last and Larry J UcLoach said said Marie Daily, 41, employerlastpatients,prove fall. workers' soIf and employeesit gotpatients communication involved will, do in better,too, I'roject heskills Alliker thensaid LEAP with the said his company wanted to im- 1 Metr N' rl OMNI e INNER HARBOR HOTEL BALTIMORE

June 13, 1991

Ms. Jean Wardenfelt Peer Counselor Project LEAP Metropolitan Baltimore Council AFL-CIO Unions 2701 W. Patapsco Avenue - Suite 110 Baltimore, MD 21230

Dear Ms. Wardenfelt: Thank you for requesting a donation for your Project LEAP program to be awarded to the Outstanding Student of the Year. We are happy to donate a two day/one night weekend and dinner for two in our new restaurant "The Baltimore Grille." Arrangements for this complimentary weekend package have already been made for the night of July 13,1991. As you are aware, it does not include taxes, gratuities and alcoholic beverages. Enclosed is a gold card which must be presented by the winner to the front desk upon check in. Please be sure that the winner receives the card. Thank you for allowing the Omni Inner Harbor Hotel Baltimore to be a part of your award.

Sincerely,

Joseph R. Kane General Manager

JRK/pp

Enclosure

Joseph R. Kane, General Manager, (301) 752-1100, (301) 385-6425. 101 West Fayette Strut,Baltimore, MD 21201 Metropolitan Baltimore Council AFL-CIO Unions

June 21,1991

Ms. Diane D. Feaster 1039 Cameron Road Baltimore, Maryland 21212

Dear Diane: As promised, we have a "Specialsight" planned for you and your son.

You will be picked up at your home by yourchauffeured limousine at 3:00 p.m. on Saturday, July 13. At that time, you may want to take some pictures of you and your sonin the limo .... really hamming it up! After you are finished taking pictures, yourchauffeur will drive you to the Omni Hotel, where youwill check in at 3:45 p.m. You will be shown to your room and can unpack andmake your dinner reservations for the Baltimore Grill, located atthe Omni Hotel, for 7:45 p.m.

Having taken care of your dinner reservation, youneed only to sit back and enjoy. Your limo is waiting to take you to the Aquarium, where they will be expecting you at the MembersOnly Entrance at 4:30 p.m. Give them your name and Project LEAP and you are on your way to exploring the mysteries of the sea. At 6:15 p.m. your limo will be parked outside to take you back to thehotel where you will have some time before dinner. It'you would like more time at the Aquarium, we will explain later how you may arrange your schedule todo so.

After you have enjoyed a very pleasant dinner and are niceand relaxed, your driver will be waiting yourinstructions on where you would like to be taken next. To make that decision a little easier, you will be given $50 to spend any way your like. We have allowed an hour and 45 minutes for your ride, however, if you would like more time atthe aquarium, as we mentioned, you can plan for it by taking alater dinner, leaving less time to be driven around.

You will be taken to Fells Point for your Schooner ride at11:30 p.m. and at this time your limousine service will end, and a newadventure will begin. On your Midnight Mystery Cruise, you and your son may think how it might have been sailing in these schooners when there werepirates on the seas and that if this ship is attacked how your son will save you. If nothing else enjoy the moon and wind in your hair. (Can you tell by my writing that I want totake a midnight cruise.) You will arrive back safe on shore at 2:00 a.m. You may want to take a taxi back to the hotel.

2-01 W Patapsco Ave Suite110 Bolnmore. Morvicnd 21230 Phone (301) 242-1300 D. Feaster - 2 - June 18,1991

The next morning, keepingwith the special person you are, you may order from room service two"X11 American" breakfasts and be pampered with breakfast in bed.

Check out time is 12:00 noonand the only thing you will be responsible for are taxes, incidentalsand any alcoholic beverages. Diane, 'we hope you and your sonwill have a wonderful time to remember. If you have any questions orI can be of any help to you, please feel free to call me, 242-1300. Sincerely,

Jean Wardenfelt Per Counselor Project LEAP

JW/bh opeiu 2 of l -cio Metropolitan Baltimore Council AFL-CIO Unions

June 5,1991

Mr. Dion Guthrie, B.M. Electrical Workers Local 1501 123 Chruch Lane Cockeysville, Maryland 21030 1) Dear Brother Gurh-Fre: ft!-c-tr),-- On behalf of the Labor Education AchievementProgram, a partnership of the Metropolitan Baltimore CouncilAFL-CIO Unions and the Maryland State Department of Education,I want to thank you for your donation commitment.

As per our conversation, Limos for Less'chauffeured .,imousine service is part of a special package we areputting together to be awarded to the Outstanding Student of the Year at aspecial recognition ceremony, to be held on June 10, 1991.

Project LEAP isa Workplace Literacy Program,which served over 800 working men and women last year. All will be given a certificate of participation and one student will be honored atthe "Outstanding Student of the Year."

Limos for Less' contribution will beacknowledged in the program media notices, as well as announced by Mr. RodDaniels, WBAL TV, who is the host of the Recognition Ceremony. Once again, we thank you and Limos for Less for your support and feel free to call Jean Wardenfelt, 242-1300, if youhave any questions. Sincerely,

Ernest R. Grecco President

ERG/bm opeiu 2 afi-cio Metropolitan Baltimore Coundi AFL -CIO Unions

May 30,1991

Mr. Carmen Papale, Co-Manager ACTWU Regional Joint Board 1505 Eutaw Place Baltimore, Maryland

Dear Brother P 1 On behalf of the Labor Education AchievementProgram, a partnership of the Metropolitan Baltimore CouncilAFL-CIO Unions and the Maryland State Department of Education,I want to thank you for your donation commitment. As per our conversation your $50 donation is partof a special package we are putting together to be awarded tothe Outstanding Student of the Year at a special recognition ceremony, tobe held on June 10,1991. Project LEAP is a Workplace Literacy Program, whichserved over 800 working men and women last year. All will be given a certficate of participation and one student will be honored atthe "Outstanding Student of the Year." Your contribution will be acknowledged in the programmedia notices, as well as announced by Mr. RodDaniels, WBAL TV, who is the host of the Recognition Ceremony. Once again, we thank you for your support and feelfree to call Debra Brown Felser, 242-1300, if you have anyquestions.

Sincerely,

Ernest R. Grecco President

ERG/bm opeiu 2 afl-cio

2701 W Patapsco Ave Suite 110 Boinmore. Maryland 21200 Phone 301) 242-1300 Metropolitan Baltimore Council AFL: CIO Unions

May 30,1991

Mr. Glennard Middleton, Director AFSCME Council 67 175 A Ostend Street Baltimore, Maryland 2123

Dear Brother Middlet

On behalf o? the Labor Education Achievement Program, a partnership of the Metropolitan Baltimore Council AFL-CIO Unions and the Maryland State Department of Education,I want to thank you for your donation commitment.

As per our conversation your $50 donation is part of a special package we are putting together to be awarded to the Outstanding Student of the Year at a special recognition ceremony, to be held on June 10,1991.

Project LEAP is a Workplace Literacy Program, which served over 800 working men and women last year. All will be given a certificate of participation and one student will be honored at the "Outstanding Student of the Year."

Your contribution will be acknowledged in the program media notices, as well as announced by Mr. Rod Daniels, WBAL TV, who is the host of the Recognition Ceremony. Once again, we thank you for your support and feel free to call Debra Brown Felser, 242-1300, if you have any questions.

Sincerely,

Ernest R. Grecco President

ERG/bm opeiu 2 afl-cio

2701 W Patapsco Ave Suite 110 Baltimore. Maryland 21230 Phone (301) 242-1300 DISSEMINATION lik The Literacy Exchange

April 25- 26, 1991 Omni Innsr Harbor Hotel Baltimore,Maryland Exchange Literacy The Exchange Literacy The tandemReadsKurtBaltimoreBaltimore L. with isSchrnoke working Reads,The Baltimore make toInc. expand is "Baltimore: Reads,a City private city Literacy literacy non-profit The Corporation Inc.Cityservices Thatorganization through Reads". to help building workingBaltimore Mayor in Baltimore Reads, Inc./Baltimore City Literacy Corporation Ms. Maggie G. Gaines Executive Director modelsTheinformation,programs for community-based Juniorand please inter-generational call BaltimoreLeague literacy literacy Reads, programs, programs. Inc. work-siteat 301-576-READ. For moreliteracy Director of Program Development Mr. LeRoy J. Young, Jr ProgramMs. SpecialistDiana Cecala communityofwomenThe Baltimore, Junior committed through League the to of effectivepromoting Baltimore, ?inc. action volunteerism Inc. and is anleadership organization and to ofimproving trained of SW the The Junior League of Baltimore Ms. Barbara1990-1991 Johnson President 4803atfurthervolunteers. 301-467-0260 Roland information, Its Avenue, purpose or please write Baltimore, is exclusivelyto call 'Ibe The Junior MD Junior educational21210 League League of and ofBaltimore, Baltimore, charitable. Inc., Inc. For Administrative Vice President/President Elect lor 1991-1992 Community VicePresideitt Ms. Mary DernpeMs. Helene Hahn April 2.5 - 20, . ()inns inner lIal),.1 1101(1 The Literacy 7'he 18. WORK-BASED EDUCATION: DIFFERENTThis MODE1Stoday panel and discussion looks- Poe closely explains at four why local work-based models of education work-site is programs. crucial Exchange Lieracy IC. BUILDING ON BACKGROUND EXPERIENCEmillirem:NsThisDEVELOP workshopTO bothTHINKING will builds discuss on SKILLS howexperience instruction ON and THE basedmeets JOB on the -work-site Calhounneeds of skill the Exchange TheDr.Brendamanagement panelists Paul L. Jurmo, Bell, and Director laborIndependent perspectives. of Business Consultant; Services, former National Senior AllianceBusiness, Program of Washington, D.C. will discuss their literacy programs from both befunctionwhichlearner. presented affect effectively and their participants abilityin the work-site to will understand be willgiven be opportunities newexamined. information Models to practice andwill Problematic thinking patterns observed in some learners Chuck Zimmerman, Director, Education and TrainingCity.ElectronicAssociate, scivices, SystemsBusiness Group, Council Westinghouse, for Effective Baltimore Literacy, Maryland. New Yolk developanalyzingMegthinking Keeley, instructional andthinking communication Job and skills Curriculum as theyskills arcDeveloper.for theapplied work-site. DeLaSalle on the jobCenter, Vocational and toBensalem, Pennsylvania; Performance Plus Learning strategies which develop metacognition, RichardYvonne Moten,Salemi, Human Office ofResources Personnel, Counselor, General EmployeeMotors,Maryland.Department, Baltimore Services Baltimore Gas and Electric, Baltimore, Maryland. Consultants, Inc. DebraMaureen Brown-Felser, Meehan, United Assistant Auto Director, Workers Communityof America,MetropolitanCoordinator, Services,Training GeneralBaltimore Motors, AFL-CIO Baltimore, Unions. Maryland.

Aprrl.Th- i,ninanner Maw, Miter /9 ANNUAL JSEC CONFERENCE

HOLIDAY INN 210 HOLIDAY COURT ANNAPOLIS, MARYLAND APRIL 19, 1991

AGENDA

THEME: "STRATEGIES FOR SURVIVAL IN HARD TIMES"

7:30 - Continental Breakfast Registration

8:30 Genera: Ses. ion

Welcome Jack Hix State JSEC Chair Tracor Applied Sciences, Inc. "The Glcaal Economy" J. Randall Evans Secretary Department of Economic and Employment Development

410 "Global :ampetivL,ness" Donald P. Hutchinson President Maryland Economic Growth Associates, Inc. APPLYING CREATIVE STRATEGIES FOR SURVIVAL CONCURRENT WORKSHOP SESSIONS

9:35 Workshcn I - The Workforce and the ChangingEconomy Kathleen Townsend Director of Student Service Alliance State Department of Education Workshm II - Developing and Retraining Your Workforce

Herb Moore Industrial Training Officer Office of Employment Training Department of Economic and Employment Development 5

Workshoc III - Motivating Employees toWork Smarter Leslie Wiley Manager, Technical Assistance Maryland Center for Quality and Productivity University of Maryland

Worksho; IV Drug Free Workplace Initiative Joann Levy Drug-free Workplace Coordinator Governor's Drug and Alcohol Abuse Commission

10:35 Break

11:00 Workshop: Repeat 12:00 - Awards Lincheon Darlene Carver JSEC Vice Chair Mistress of Ceremonies

Keynote address Emily DeRocco Executive Director Interstate Conference of Employment Security Agencies

Gove-nors Proclamation Lt. Governor Melvin Steinberg

Awards ITesentation CONCURRENT WORKSHOP SESSIONS

1:45 WorkshoT 7 - Remaining Competitive inthe New Economy Patti McManus Brokei Alex Brown & Sons, Inc.

Gail Ryan Operations Manager Sparks Personnel Services Worksho 71 - Job Readiness and WorkforceLiteracy Patricia Bennett SPotion_Chief Adult Education State Department of Education Eric Bird Coordinator Project LEAP State Department of Education Workshop VII - Survival Through Leveraging Resources

Paulette Hall, Facilitator Executive Director Office of Employment Services Department of Economic ana Employment Development

2:45 Break

3:00 - Legislative Issues Panel Discussion

Panelists Racquel Sanudo Executive Director Maryland Association of Counties Stuart Yael Gordon Director of Industrial Relations Maryland Chamber of Commerce Senator Laurence Levitan Maryland State Senate Congresswoman Helen Delich Bentley United States Representative

Moderator Charles 0. Middlebrooks Assistant Secretary Department of Economic and Employment Development 4:00 - JSEC Business Meeting

5:00 Reception Wednesday, October 31, 1990 Maritime Institute of Technology and Graduate Studies Baltimore, Maryland

Negotiation Issues 1991: A Crisis of Competence

Presented lAc._ The Baltimore Area Labor Management Committee PLMA

In cooperation with: U.S.. Department of Labor Metro Baltimore AFIL-CIO Federal Mediation and-Conciliation' Service Council for. Adult and Experiential Learning Regional Manufacturing Institute Maryland Chamber of Commerce Maryland State and D.C. AFL-CIO

55 BEST COPY AVAILAM October 3151990 Conference Program Featured Morning Session: 9:00 a.m.Noon Speakers Welcoming Remarks David Fontaine, Executive Director, Baltimore Area Labor Management Committee Keynote Speaker John Good, Managing Partner, PLMA Dr. Ray Molly Jones, Partner, PLMA Marshall Break Former U.S. Secretary of Labor and Concurrent Workshops Co-Chairman of the Commission on the How to Promote Literacy In the Workplace Skills of the American Workforce Tony Sarmiento, Associate Director, Education Department, National AFL-CIO Debra Brown Felser, Director, Project Luncheon Speaker LEAP, Baltimore AFL-CIO Community Lynn R. Williams Services Skills Based Worker Education Initiatives President, United Steelworkers of America Morris Keaton, President Emeritus, Council for Adult and Experiential Learning Richard Fluri, Vice President, Human Resources, Scott Paper Company Why Focus on Workplace Competence? Results Sharing: Incentives for Increased As American labor and management enter 1991, Competence the key issues they face are more than wages and health care. A range of issues regarding compe- Mike Dreisbach, Senior Associate, PLMA tence in the workplace have emerged. There may Bud Hersh, Director, Finance, Rohr be nothing that labor and management discuss Industries, Hagerstown, Maryland which has more relevance than increasing the Lunch competency and competitiveness of workers and managers. Without basic skills, programs aimed Luncheon Speaker: at total quality are impossible to fully implement. Lynn R. Williams, President, United Steelworkers of America According to recent studies, one in four job appli- cants lacks the reading and math skills needed for jobs for which they apply. One in nine job appli- cants fail drug tests. People who are substance abusers cannot perform up to their full potential. People who are illiterate cannot be competent. People without basic skills cannot fully contribute to their company or union. This conference will address labor-management responses to these difficult issues. Aftemoor Session: 1:00 p.m.-4:30 p.m. Concurrent Workshops General Information Conference Fees: Skills Based Worker Education Initiatives Single registration $195Regular Gerry Voit, Council for Adult and $175BALMMembers Experiential Learning (includes all materials, breaks, and lunch) Jim Willer, V.P., Local 13000, Communication Workers of America For information or registration by phone call: Effective Joint Responses to Commercial David Fontaine BALM(301) 525-1942 Drivers License Molly Jones PLMA (703) 519-9363 John Good Don Hansen, V.P., Safety and Insurance, PLMA (215) 664-0555 Preston Trucking Company Limited Registration John Clemens, President, Teamsters Local 557 Because space is limited, registration will be limited to the first 210 paid registrants. Effective Low Cost Labor Management Responses to Substance Abuse Cancellation/Substitution Policy: Dr. Robert Foreman, President, Rehab After If you are unable to attend the conference,you are Work encouraged to send a representative in your place. Kevin Koch, Highway Engineer, City of Please notify us in advance. After October 23, the Philadelphia conference fee will be non-refundable. Booker T. Rucker, AFSCME Local 403 Hotel information Keynote Address A block of rooms are available. Dr. Ray Marshall, Former U.S. Secretary of Contact: Howard Van Kirk Labor and Co-Chairman of the Commis- Maritime Institute sion on the Skills of the American (301) 859-5700 Workforce Closing Remarks

Registration Form Sign me up for the following working sessions: Name (Please check one in a.m. session and one inp.m. session) Title A.M.SESSION: How to Promote Literacy in the Workplace Organization Joint Skills Baser; Worker Education Address Results Sharing. Incentives for Competence P.M. SESSION: Responses to Commercial Drivers Licence Telephone Labor Management Responses to Substance Abuse Return to Learning in the Workplace

Mail registration form with check in the amount of S175/BALM members andS195/non-members, payable to PLMA. Send to: Registrar, One Bala Plaza, Suite 321, Bala Cynwyd, PA 19004 Dirccuons to the Maritime Institute will accompany registrauon confirmation. (Photocopythis form for additional registrations.) This program is a joint presentation of PLMA and BALM and other co-sponsoring organizations. For more information on how we can help you forge a strategic Partnership contact PLMA or BALM. About BALM About PLMA In 1987, the Baltimore Area Labor Management Com- PLMA was formed in 1983 to provide training and mittee was developed as a strategic partnership of labor consulting services to labor and management attempting and management leaders in the Baltimore are.a to enhance to respond to changes in the world economy.PLMA economic development, attract and retain jobs, and im- conducts client assessments, training design and imple- prove the quality of life at work for Baltimore area mentation, results sharing and mediation and a range of companies. BALM works through a structure of indus- consulting services for clients across the country.PLMA try, issue and company labor-management committees to is ready to work with unions and companies that want to work on critical issues facing Baltimore including: health institute change and solve problems through cooperative care cost containment, drug and alcohol abuse and worker processes. Areas of focus are: strategic planning, collec- education. International competition, changing technol- tive bargaining, contract administration, labor manage- ogy and labor shortages require different approaches to ment cooperation and employee invol .'ement. PLN1A solving problems. BALM is at the forefront of promot- areBALMapproved advisors. ing joint approaches. BALM has advisors available to Contact: John Good, Molly Jones or Mike Dreisbach companies and unions who are considering or need at (215) 664-0555 assistance implementing a joint strategic approach to workplace issues. Contact: David Fontaine (301) 525-1942

American Labor and Management Have A Choice "Americans are unwittingly making a choice... most of us would not make were we aware of its This conference will focus on the crisis of consequences. Yet every day it is becoming competence in the American workplace more irreversible.It is a choice that undermines and on creative programs of labor and the American dream of economic opportunity for all....The choice that America faces is the choice management to deal with literacy, sub- between high skills and low wages. Gradually, stance abuse, commercial drivers license silently we are choosing low wages." requirements, results sharing, and worker From the report of the Commission on education. the Skills of the American Workforce

BALM Non-Profit Org Baltimore Area Labor Management Committee U S. Postage 3700 Koppers Street, Suite 100 PAID Baiomore. MD Baltimore, MD 21227 Permit No 3002 S

PROFESSIONAL DEVELOPMENT INSTITUTE

October 2-3, 1990

Sponsored by:

The Governor's Employment and Training Council

The Maryland State Department of Education

Division of instruction Division of Vocational-Technical Adult and Community Education Education Branch Program Development and Operations Branch PROFESSIONAL DEVELOPMENT INSTITUTE WEDNESDAY, OCTOBER 3, 1990

7:30 - 8:30 CONTINENTAL BREAKFAST - Concourse

8:30 - 9:15 GENERAL SESSION - Ballroom

Presidlny Patricia Bennett, Institute Co-Chair REMARKS

Dr. Janie: Callahan Executive Director Governors Employment and Training Council

Yvonne Motets Human Resource Counselor Baltimore Gas & Electric Literacy Committee Chair, State Advisory Committee for Adult and Community Services

Dr. Nicholas Hobar Assistant State Superintendent Maryland State Department of Education

SUCCESS FOR ALL STUDENTS AND ADULT LITERACY

Dr. Joseph Shilling State Superintendent of Schools C 2 -f 9:15 -12:00 SESSION III - STRANDS (Concurrent Sessions)

TECHNOLOGY STRAND - Calvert A

Facilitator: Don LaFond, MSDE

Topic COMPUTFRS: HOW TO EVALUATE AND SELECT SOFTWARZ

Presenters: Scott Burg University of Maryland

Demonstration Showcase

WORKPLACE LITERACY STRAND- Calvert B

Facilitator: Ruth Pear, MSDE

Topic ISSUES FORUM: PERSPECTIVES ON WORKPLACE LITERACY

Moderator: John Creighton Literacy Works Facilitator Prince Gcorge's County Panel: Ernie Greco, President Metropolitan Council of AFL-CIO Unions Dexter : less, Assistant Vice-President Human Resources Training and Development, U.S.F. & G. Harley McKuutie, Personnel Administrator EG&G Pressure Science Turn Gary, Student Kop-Flex

INSTRUCTION STRAND Calvert C

Facilitator: Jacqueline Brown-Baxter, MSDE

Topic READING: EFFECITVEINSTRUTWNAL STRATEGIES

Presenter: Dr. Page Bristow Delaware Adult Community Education Network

PROGRAM MANAGEMENT STRAND Kent

Facilitator: Michelle Frazier, MSDE

Topic HOW JO RETAIN ADULT STUDENTS

Presenter: Dr. Fran Tracy-Mumford State Director, Adult Education Delaware

12:001:00 LUNCH

1:004:00 SESSION IV - STRANDS (Concurrent Sessions)

TECHNOLOGY STRAND Calvert A

Facilitator: Donald LaFond, MSDE

Topic HOW TO INTEGRATE COMPUTER ASSISTED INSTRUCTION IN ADULT EDUCATION PROGRAMS

Presenters: Dr. Jose' Ortiz Laura Weidner Anne Arundel Community College

WORKPLACE LITERACY STRAND Calven B

Facilitator: Ruth Pear, MSDE Topic CASE STUDIES AND MARYLANDPROGRAMS

Presenters: Carroll Rziark Supervisor, Adult Basic Education Montgomery County

Joseph Rose Coordinator of ABE/GED The Elkton Center for Adult Education Cecil Community College

101 Lynne McIntyre Coordinator of Adult Education Queen Anne's County Board of Education

Judy Costa LEAP Coordinator Baltimore County Adult Education

INSTRUCTION STRAND Calvert C

Facilitator: Jacqueline Brown-Beater, MSDE

Topic ADULTS WITH SPECIAL LEARNING NEEDS: TEACHING LEARNING DISABLED STUDENTS

Presidinw William Langer U.S. Department of Education

Presenters: Pe 12Y Hayeslip Essex Community College

INTERGENERATIONAL/FAMILY LITERACY (Special Session) Kent

Facilitator: Michelle Frazier, MSDE

Topic BREAKING THE CYCLE

Presenters: Linda Gaither Family Support Centers

trona Pope South & Southeast Intergenerational Program Baltimore City

Howard Miller Even Start Prince George's County

Richard Ramsburg Frederick County

4:00 - 5:00 CLOSING SESSION Ballroom

Patricia Bennett, Co-Chair Jacqueline Brown-Baxter, Co-Chair

FOLLOW-UP ACTIVITIES

INSTITUTE EVALUATION

[20pb2) AGENDA WEDNESDAY, OCTOBER 3, 1990

830 - 9:00 GENERAL SESSION

REMARKS

Dr. James Callahan Executive Director Governor's Employment and Training Council

Yvonne Moten Human Resource Counselor Baltimore Gas & Electric Literacy Committee Chair, State Advisory Committeefor Adult and Community Services Dr. Nicholas Hobar Assistant State Superintendent Maryland State Department of Education

SUCCESS FOR ALL STUDENTS AND ADULTLITERACY

Dr. Joseph Shilling State Superintendent of Schools

9:00 -12:00 SESSION III - STRANDS (Concurrent Sessions)

TECHNOLOGY STRAND

Facilitator: Don La Fond, MSDE Topic COMPUTERS: HOW TO EVALUATE AND SELECTSOFTWARE Presenter: Scott Burg University of Maryland

WORKPLACE LITERACY STRAND

Facilitator: Patricia Bennett, MSDE Topic ISSUES FORUM: PERSPECTIVES ONWORKPLACE LITERACY Panel: Ernie Grecca President Metropolitan Council of AFL-CIO Unions Dexter Hess, Assistant Vice-President Human Resources Training and Development,U.S.F. & G. Private Industry Council Small Business Learner

INSTRUCTION STRAND

Facilitator: Jacqueline Brown-Baxter, MSDE Topic. READING; EFFECTIVE INSTRUCTIONALSTRATEGIES

Presenter: Dr. Page Bristow Delaware Adult Community EducationNetwork